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Review

Scientific Review and Annotated Bibliography of Teaching in Higher Education Academies on Online Learning: Adapting to the COVID-19 Pandemic

1
Department of Engineering, Lancaster University, Bailrigg, Lancaster LA1 4YR, UK
2
Standards Organisation of Nigeria (SON), 52 Lome Crescent, Wuse Zone 7, Abuja 900287, Nigeria
3
Department of Zoology, University of Ilorin, Ilorin 240003, Nigeria
4
Lancaster Environment Centre (LEC), Lancaster University, Lancaster LA1 4YQ, UK
5
Department of Business Management, University of Central Lancashire (UCLAN), Preston PR1 2HE, UK
*
Author to whom correspondence should be addressed.
Academic Editors: Diego Monferrer, Alma Rodríguez Sánchez and Marta Estrada-Guillén
Sustainability 2022, 14(19), 12006; https://doi.org/10.3390/su141912006
Received: 9 July 2022 / Revised: 12 September 2022 / Accepted: 15 September 2022 / Published: 22 September 2022
Since COVID-19 first appeared, e-learning has become more and more common. In order to understand gender disparities in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance globally, this study will look at these variables. Many educational institutions have been forced to close due to the sudden COVID-19 outbreak, and many students have been forced to stay at home and take online courses. With the recent COVID-19 pandemic underway, there were challenges with STEM (Science Technology Engineering and Mathematics) modules and other teaching contents due to practical laboratory sessions and workshops required. Thus, the need to understand teaching style, online learning and its role in promoting a variety of desirable academic outcomes, such as increased achievement and decreased dropout rates, as well as various well-being and life outcomes, has advanced significantly. In this paper, the scientific review on teaching in Higher Education Academies (HEA) for online learning is presented with their frontiers towards sustainable education. The current work also gives an annotated bibliography that aims to consolidate and synthesise the literature on student engagement, online learning, social media, and teacher learning/training. Some conclusions and recommendations were also made on the study. View Full-Text
Keywords: teaching; higher education academy (HEA); learning; COVID-19; STEM; online learning; sustainability; systematic review; annotated bibliography; education; cultural difference; group teaching; higher education academy (HEA); learning; COVID-19; STEM; online learning; sustainability; systematic review; annotated bibliography; education; cultural difference; group
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  • Externally hosted supplementary file 1
    Doi: 10.17632/7mmwpvxtwr.1
    Description: The supplementary data used in the study is uploaded herewith. The following supporting in-formation can be downloaded at: Amaechi, Chiemela Victor (2022), “Data on Scientometrics of Teaching in HEA and adapting to COVID-19 (online learning)- Paper 1”, Mendeley Data, V1, doi: 10.17632/7mmwpvxtwr.1.
MDPI and ACS Style

Amaechi, C.V.; Amaechi, E.C.; Oyetunji, A.K.; Kgosiemang, I.M. Scientific Review and Annotated Bibliography of Teaching in Higher Education Academies on Online Learning: Adapting to the COVID-19 Pandemic. Sustainability 2022, 14, 12006. https://doi.org/10.3390/su141912006

AMA Style

Amaechi CV, Amaechi EC, Oyetunji AK, Kgosiemang IM. Scientific Review and Annotated Bibliography of Teaching in Higher Education Academies on Online Learning: Adapting to the COVID-19 Pandemic. Sustainability. 2022; 14(19):12006. https://doi.org/10.3390/su141912006

Chicago/Turabian Style

Amaechi, Chiemela Victor, Ebube Charles Amaechi, Abiodun Kolawole Oyetunji, and Irish Mpho Kgosiemang. 2022. "Scientific Review and Annotated Bibliography of Teaching in Higher Education Academies on Online Learning: Adapting to the COVID-19 Pandemic" Sustainability 14, no. 19: 12006. https://doi.org/10.3390/su141912006

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