Towards an Inclusive Disaster Education: The State of Online Disaster Education from the Learner’s Perspective
Abstract
:1. Introduction
2. Materials and Methods
- Doctoral researchers conducting their research on DRR;
- Undergraduate and postgraduate students following courses related to DRR;
- Other researchers following programmes related to DRR.
- Short-cycle programs;
- Undergraduate studies;
- Postgraduate studies;
- Doctoral studies.
- Asia Pacific (Japan, India, Sri Lanka, Bangladesh, Pakistan, Philippines, and Nepal)—66;
- Lithuania—15;
- Sweden—17;
- United Kingdom—43.
3. Results and Discussions
3.1. Online Learning/Teaching Strategies Used in DRR Education
- A.
- LMS;
- B.
- Blended learning;
- C.
- MOOCs;
- D.
- Only Synchronous Learning;
- E.
- Only Asynchronous Learning;
- F.
- FCRs;
- G.
- Online learning groups (where a student learns just a piece of the material and teaches it to the group. The group then works together to synthesize the information and create a presentation about what they have learned);
- H.
- Class blogs (students creating a blog individually or in a group about what they have learned);
- I.
- Game-based learning/teaching (e.g., Kahoot);
- J.
- An online space for students to link with the practitioners;
- K.
- A multidisciplinary portal site to share knowledge in the same subject area;
- L.
- Co-generative learning (participatory learning where all students are heard equally, and the teacher holds no specific power or authority in the interactions).
- Only synchronous learning;
- FCRs.
3.2. The Impact of Student-Specific Challenges/Difficulties for Online and Distance DRR Education
- None;
- Inadequate ICT infrastructure, unavailability of certain courses/modules offered online, and digital literacy deficiencies;
- Lack of essential online teaching and learning skills;
- Data cost and cost of accessibility (to learning content);
- The anonymity of learners leading to questioning their academic integrity due to increased cheating and plagiarism-related problems;
- Threats to the e-learners’ information;
- Discontinuity of education due to personal reasons that affected effective participation in education on the same footing as others;
- Emotional disturbances and health issues due to prolonged screen/digital-device use;
- Rules, regulations, and policies imposed by education institutions regarding the mix of online education and fieldwork/on-campus learning becoming insufficient and unsuccessful.
- Inadequate ICT infrastructure, unavailability of certain courses/modules offered online, and digital literacy deficiencies;
- Discontinuity of education due to personal reasons that affected effective participation in education on the same footing as others;
- Emotional disturbances and health issues due to prolonged screen/digital-device use.
- Inadequate ICT infrastructure, unavailability of certain courses/modules offered online, and digital literacy deficiencies;
- Discontinuity of education due to personal reasons that affected effective participation in education on the same footing as others;
- Emotional disturbances and health issues due to prolonged screen/digital-device use.
- Inadequate ICT infrastructure, unavailability of certain courses/modules offered online, and digital literacy deficiencies;
- Emotional disturbances and health issues due to prolonged screen/digital-device use.
4. Conclusions
- Providing relevant ICT infrastructures
- Training on required online learning skills
- Engaging in active learning strategies
- Understanding the social and vulnerability contexts of the students
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Online Learning Strategy | UK | Sweden | Lithuania | Asia Pacific | Total | ||||||
---|---|---|---|---|---|---|---|---|---|---|---|
No. | % | No. | % | No. | % | No. | % | No. | % | ||
A | LMS | 21 | 17.6 | 7 | 5.9 | 6 | 5 | 26 | 21.8 | 60 | 50.4 |
B | Blended learning | 12 | 10.1 | 5 | 4.2 | 15 | 12.6 | 0 | 0 | 32 | 26.9 |
C | MOOCs | 11 | 9.2 | 0 | 0 | 3 | 2.5 | 8 | 6.7 | 22 | 18.5 |
D | Only synchronous learning | 7 | 5.9 | 4 | 3.4 | 8 | 6.7 | 20 | 16.8 | 39 | 32.8 |
E | Only Asynchronous learning | 7 | 5.9 | 1 | 0.8 | 1 | 0.5 | 3 | 2.5 | 12 | 10.1 |
F | FCRs | 11 | 9.2 | 5 | 4.2 | 6 | 5 | 20 | 16.8 | 42 | 35.3 |
G | Online learning groups | 5 | 4.2 | 3 | 2.5 | 1 | 0.8 | 16 | 13.4 | 25 | 21 |
H | Class blogs | 3 | 2.5 | 0 | 0 | 0 | 0 | 7 | 5.9 | 10 | 8.4 |
I | Game-based learning | 0 | 0 | 4 | 3.4 | 14 | 11.8 | 5 | 4.2 | 23 | 19.3 |
J | An online space to link with practitioners | 8 | 6.7 | 1 | 0.8 | 0 | 0 | 16 | 13.4 | 25 | 21 |
K | A multidisciplinary portal | 4 | 3.4 | 1 | 0.8 | 0 | 0 | 6 | 5 | 11 | 9.2 |
L | Co-generative learning | 5 | 4.2 | 4 | 3.4 | 2 | 1.7 | 10 | 8.4 | 21 | 17.6 |
Total | 36 | 30.3 | 15 | 12.6 | 15 | 12.6 | 53 | 44.5 | 119 | 100 |
Online Learning Associated Challenges | UK | Sweden | Lithuania | Asia Pacific | Total | ||||||
---|---|---|---|---|---|---|---|---|---|---|---|
No. | % | No. | % | No. | % | No. | % | No. | % | ||
I | None | 13 | 10.6 | 9 | 7.3 | 13 | 10.6 | 12 | 9.8 | 47 | 38.2 |
II | ICT infrastructure and digital literacy deficiencies | 11 | 8.9 | 2 | 1.6 | 2 | 1.6 | 19 | 15.4 | 34 | 27.6 |
III | Inadequate online teaching and learning skills | 7 | 5.7 | 2 | 1.6 | 0 | 0 | 15 | 12.2 | 24 | 19.5 |
IV | Data cost and cost of accessibility | 4 | 3.3 | 0 | 0 | 1 | 0.8 | 17 | 13.8 | 22 | 17.9 |
V | Anonymity of learners | 2 | 1.6 | 0 | 0 | 1 | 0.8 | 10 | 8.1 | 13 | 10.6 |
VI | Threats to the e-learner’s information | 0 | 0 | 1 | 0.8 | 0 | 0 | 7 | 5.7 | 8 | 6.5 |
VII | Discontinuity due to personal reasons | 9 | 7.3 | 1 | 0.8 | 2 | 1.6 | 17 | 13.8 | 29 | 23.6 |
VIII | Emotional and health issues due to device use | 10 | 8.1 | 3 | 2.4 | 0 | 0 | 20 | 16.3 | 33 | 26.8 |
IX | Rules set by the educational institutions | 6 | 4.9 | 1 | 0.8 | 1 | 0.8 | 11 | 8.9 | 19 | 15.4 |
Total | 33 | 26.8 | 13 | 10.6 | 15 | 12.2 | 62 | 50.4 | 123 | 100 |
Challenge | Most Significant Strategy | Least Significant Strategy |
---|---|---|
Inadequate ICT infrastructure, unavailability of certain courses/modules offered online, and digital literacy deficiencies. | FCRs | Class blogs |
Lack of essential online teaching and learning skills. | MOOCs/FCRs | Class blogs |
Data cost and cost of accessibility (to learning content). | FCRs | A portal site to share knowledge amongst students from different disciplines in the same subject area |
The anonymity of learners leading to questioning their academic integrity due to increased cheating and plagiarism-related problems. | Online learning as a group | Game-based learning/teaching (e.g., Kahoot) |
Threats to the e-learners’ information. | Only synchronous learning/online learning as a group | Class blogs/a portal site to share knowledge amongst students from different disciplines in the same subject area |
Discontinuity of education due to personal reasons that affected effective participation in education on the same footing as others. | FCRs | A portal site to share knowledge amongst students from different disciplines in the same subject area |
Emotional disturbances and health issues due to prolonged screen/digital-device use. | FCRs | A portal site to share knowledge amongst students from different disciplines in the same subject area |
Rules, regulations, and policies imposed by education institutions regarding the mix of online education and fieldwork/on-campus learning becoming insufficient and unsuccessful. | FCRs | Class blogs/game-based learning/teaching (e.g., Kahoot) |
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Senanayake, A.C.; Samarakkody, A.; Malalgoda, C.; Amaratunga, D.; Haigh, R.; Liyanage, C.; Hamza, M.; Kaklauskas, A.; Shaw, R. Towards an Inclusive Disaster Education: The State of Online Disaster Education from the Learner’s Perspective. Sustainability 2023, 15, 11042. https://doi.org/10.3390/su151411042
Senanayake AC, Samarakkody A, Malalgoda C, Amaratunga D, Haigh R, Liyanage C, Hamza M, Kaklauskas A, Shaw R. Towards an Inclusive Disaster Education: The State of Online Disaster Education from the Learner’s Perspective. Sustainability. 2023; 15(14):11042. https://doi.org/10.3390/su151411042
Chicago/Turabian StyleSenanayake, Anuradha C., Aravindi Samarakkody, Chamindi Malalgoda, Dilanthi Amaratunga, Richard Haigh, Champika Liyanage, Mo Hamza, Artūras Kaklauskas, and Rajib Shaw. 2023. "Towards an Inclusive Disaster Education: The State of Online Disaster Education from the Learner’s Perspective" Sustainability 15, no. 14: 11042. https://doi.org/10.3390/su151411042
APA StyleSenanayake, A. C., Samarakkody, A., Malalgoda, C., Amaratunga, D., Haigh, R., Liyanage, C., Hamza, M., Kaklauskas, A., & Shaw, R. (2023). Towards an Inclusive Disaster Education: The State of Online Disaster Education from the Learner’s Perspective. Sustainability, 15(14), 11042. https://doi.org/10.3390/su151411042