Barriers to Digital Higher Education Teaching and How to Overcome Them—Lessons Learned during the COVID-19 Pandemic
Abstract
:1. Introduction
2. Background
2.1. Experiences from COVID-19 and Research on Barriers
2.2. Stakeholder and Barrier Model
3. Method
4. Findings
5. Discussion
6. Conclusions and Implications
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- Patel, V.; Field, K. Retaining Underserved Students: Strategies for Success in a Post-Pandemic Era; Chronicle of Higher Education: Washington, DC, USA, 2020. [Google Scholar]
- Hodges, C.; Moore, S.; Lockee, B.; Trust, T.; Bond, A. The Difference between Emergency Remote Teaching and Online Learning. Available online: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning. (accessed on 7 November 2022).
- Hamilton, E.R.; Rosenberg, J.M.; Akcaoglu, M. The Substitution Augmentation Modification Redefinition (SAMR) Model: A Critical Review and Suggestions for its Use. TechTrends 2016, 60, 433–441. [Google Scholar] [CrossRef]
- Tesar, M.; Sieber, S. Managing Blended Learning Scenarios by Using Agile E-Learning Development. In Proceedings of the IADIS International Conference e-Learning, Freiburg, Germany, 26–29 July 2010; pp. 125–129. [Google Scholar]
- Hadjimanolis, A. The Barriers Approach to Innovation. In The International Handbook on Innovation; Shavinina, L.V., Ed.; Pergamon: Oxford, UK, 2003; pp. 559–573. ISBN 978-0-08-044198-6. [Google Scholar]
- Rapanta, C.; Botturi, L.; Goodyear, P.; Guàrdia, L.; Koole, M. Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education. Postdigital Sci. Educ. 2021, 3, 715–742. [Google Scholar] [CrossRef]
- Popova, O.; Gagarina, N.; Karkh, D. Digitalization of Educational Processes in Universities: Achievements and Problems. Adv. Soc. Sci. Educ. Humanit. Res. 2020, 437, 738–742. [Google Scholar] [CrossRef]
- Marshalsey, L.; Sclater, M. Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education. Int. J. Art Des. Educ. 2020, 39, 826–840. [Google Scholar] [CrossRef]
- Scott, G.; Coates, H.; Anderson, M. Learning Leaders in Times of Change: Academic Leadership Capabilities for Australian Higher Education; ACER: Melbourne, VIC, Australia, 2008; ISBN 978-0-86431-978-4. [Google Scholar]
- Richards, D. Leadership for Learning in Higher Education. Educ. Manag. Adm. Leadersh. 2011, 40, 84–108. [Google Scholar] [CrossRef]
- Draxler-Weber, N.; Brink, H.; Packmohr, S. Barriers to Digital Higher Education Teaching during the COVID-19 Pandemic from Teachers’ and Students’ Perspectives; Gesellschaft für Informatik: Bonn, Germany, 2022; ISBN 978-3-88579-720-3. [Google Scholar]
- Harris, J.B.; Hofer, M.J.; Schmidt, D.A.; Blanchard, M.R.; Young, C.Y.; Grandgenett, N.F.; Olphen, M. “Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies. J. Technol. Teach. Educ. 2010, 18, 573–605. [Google Scholar]
- Daniel, S.J. Education and the COVID-19 pandemic. PROSPECTS 2020, 49, 91–96. [Google Scholar] [CrossRef] [Green Version]
- Ramola, R.C. Challenges and Opportunities for Higher Education amid COVID-19 Pandemic. Int. J. Com-Puter. Eng. Res. Trends 2021, 8, 29–32. [Google Scholar]
- Donitsa-Schmidt, S.; Ramot, R. Opportunities and challenges: Teacher education in Israel in the COVID-19 pandemic. J. Educ. Teach. 2020, 46, 586–595. [Google Scholar] [CrossRef]
- Toquero, C.M. Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagog. Res. 2020, 5, em0063. [Google Scholar] [CrossRef] [Green Version]
- Pokhrel, S.; Chhetri, R. A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. High. Educ. Futur. 2021, 8, 133–141. [Google Scholar] [CrossRef]
- Bhagat, S.; Kim, D.J. Higher Education Amidst COVID-19: Challenges and Silver Lining. Inf. Syst. Manag. 2020, 37, 366–371. [Google Scholar] [CrossRef]
- Mishra, L.; Gupta, T.; Shree, A. Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. Int. J. Educ. Res. Open 2020, 1, 100012. [Google Scholar] [CrossRef] [PubMed]
- Pan, S.L.; Zhang, S. From fighting COVID-19 pandemic to tackling sustainable development goals: An opportunity for responsible information systems research. Int. J. Inf. Manag. 2020, 55, 102196. [Google Scholar] [CrossRef]
- Janson, A.; Söllner, M.; Bitzer, P.; Leimeister, J.M. Examining the Effect of Different Measurements of Learning Success in Technology-Mediated Learning Research. In Proceedings of the 35th International Conference on Information Systems (ICIS) 2014, Auckland, New Zealand, 14–17 December 2014; pp. 1–10. [Google Scholar]
- Irons, L.R.; Keel, R.; Bielema, C.L. Blended Learning and Learner Satisfaction: Keys to User Acceptance? USDLA J. 2002, 16, 29–39. [Google Scholar]
- Gregory, M.S.-J.; Lodge, J.M. Academic workload: The silent barrier to the implementation of technology-enhanced learning strategies in higher education. Distance Educ. 2015, 36, 210–230. [Google Scholar] [CrossRef] [Green Version]
- Scherer, R.; Siddiq, F.; Tondeur, J. The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Comput. Educ. 2018, 128, 13–35. [Google Scholar] [CrossRef]
- Abrahams, D.A. Technology adoption in higher education: A framework for identifying and prioritising issues and barriers to adoption of instructional technology. J. Appl. Res. High. Educ. 2010, 2, 34–49. [Google Scholar] [CrossRef]
- Porter, W.W.; Graham, C.; Bodily, R.G.; Sandberg, D.S. A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. Internet High. Educ. 2016, 28, 17–27. [Google Scholar] [CrossRef]
- Al-Senaidi, S.; Lin, L.; Poirot, J. Barriers to adopting technology for teaching and learning in Oman. Comput. Educ. 2009, 53, 575–590. [Google Scholar] [CrossRef]
- Burch, Z.A.; Mohammed, S. Exploring Faculty Perceptions about Classroom Technology Integration and Acceptance: A Lit-erature Review. Int. J. Res. Educ. Sci. 2019, 5, 722–729. [Google Scholar]
- García-Morales, V.J.; Garrido-Moreno, A.; Martín-Rojas, R. The Transformation of Higher Education After the COVID Disruption: Emerging Challenges in an Online Learning Scenario. Front. Psychol. 2021, 12, 616059. [Google Scholar] [CrossRef]
- Bozkurt, I. Identifying Stakeholder Needs within Online Education. Mt. Int. J. Scholarsh. Teach. Learn. 2012, 7, 1–13. [Google Scholar]
- Mayadas, A.F.; Bourne, J.; Bacsich, P. Online Education Today. Science 2009, 323, 85–89. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Stefl-Mabry, J.; Radlick, M.; Doane, W. Can You Hear Me Now? Student Voice: High School & Middle School Students’ Per-ceptions of Teachers, ICT and Learning. Int. J. Educ. Dev. Using ICT 2010, 6, 64–82. [Google Scholar]
- Grenier, M.-L. Facilitators and Barriers to Learning in Occupational Therapy Fieldwork Education: Student Perspectives. Am. J. Occup. Ther. 2015, 69, 6912185070p1–6912185070p9. [Google Scholar] [CrossRef]
- Draxler-Weber, N.; Voigt, C.; Blömer, L. Teachers’ Barriers to Digital Higher Education Teaching during the COVID-19 Pandemic. In Proceedings of the 17th International Conference on Wirtschaftsinformatik, Nuremburg (online), 21–23 February 2022. [Google Scholar]
- Aldulaimi, S.H. E-Learning in Higher Education and COVID-19 Outbreak: Challenges and Opportunities. Psychol. Educ. J. 2021, 58, 38–43. [Google Scholar]
- Almazova, N.; Krylova, E.; Rubtsova, A.; Odinokaya, M. Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective. Educ. Sci. 2020, 10, 368. [Google Scholar] [CrossRef]
- Watermeyer, R.; Crick, T.; Knight, C.; Goodall, J. COVID-19 and Digital Disruption in UK Universities: Afflictions and Af-fordances of Emergency Online Migration. High. Educ. 2021, 81, 623–641. [Google Scholar] [CrossRef]
- Mason, P.; Augustyn, M.; Seakhoa-King, A. Exploratory study in tourism: Designing an initial, qualitative phase of sequenced, mixed methods research. Int. J. Tour. Res. 2009, 12, 432–448. [Google Scholar] [CrossRef]
- Stern, M.J.; Bilgen, I.; McClain, C.; Hunscher, B. Effective Sampling from Social Media Sites and Search Engines for Web Surveys. Soc. Sci. Comput. Rev. 2016, 35, 713–732. [Google Scholar] [CrossRef]
- Cisco Digital Readiness Index 2019. Available online: https://www.cisco.com/c/m/en_us/about/corporate-social-responsibility/research-resources/digital-readiness-index.html#/ (accessed on 7 November 2022).
- Yin, R.K. Case Study Research: Design and Methods, 5th ed.; SAGE: Los Angeles, CA, USA, 2014; ISBN 978-1-4833-0200-3. [Google Scholar]
- Azungah, T. Qualitative research: Deductive and inductive approaches to data analysis. Qual. Res. J. 2018, 18, 383–400. [Google Scholar] [CrossRef]
- Mayring, P. Qualitative Content Analysis: Theoretical Foundation, Basic Procedures and Software Solution; Beltz Verlag: Klagenfurt, Austria, 2014. [Google Scholar]
- Given, L. The SAGE Encyclopedia of Qualitative Research Methods—Categorization; SAGE Publications, Inc.: Thousand Oaks, CA, USA, 2008; ISBN 978-1-4129-4163-1. [Google Scholar]
- Butrimė, E.; Zuzevičiūtė, V. E-Learning as a Socio-Cultural System (Elements to Be Influenced and Influencing Elements). In Proceedings of the 7th International Multi-Conference on Society, Cybernetics and Informatics, Orlando, FL, USA, 9–12 July 2013; pp. 38–43. [Google Scholar]
- Munir, H. Reshaping Sustainable University Education in Post-Pandemic World: Lessons Learned from an Empirical Study. Educ. Sci. 2022, 12, 524. [Google Scholar] [CrossRef]
- Alonso, F.; Manrique, D.; Martínez, L.; Viñes, J.M. Study of the Influence of Social Relationships among Students on Knowledge Building Using a Moderately Constructivist Learning Model. J. Educ. Comput. Res. 2015, 51, 417–439. [Google Scholar] [CrossRef] [Green Version]
- Bond, M.; Bergdahl, N. Student Engagement in Open, Distance, and Digital Education. In Handbook of Open, Distance and Digital Education; Springer: Singapore, 2022; pp. 1–16. ISBN 978-981-19035-1-9. [Google Scholar]
- Eacute, J.; Estève, M. The Transformation of the Teachers' Role at the End of the Twentieth Century: New challenges for the future. Educ. Rev. 2000, 52, 197–207. [Google Scholar] [CrossRef]
- Al-Zahrani, A.M. From Passive to Active: The Impact of the Flipped Classroom through Social Learning Platforms on Higher Education Students’ Creative Thinking. Br. J. Educ. Technol. 2015, 46, 1133–1148. [Google Scholar] [CrossRef]
- Lin, M.-H.; Chen, H.-C.; Liu, K.-S. A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome. Eurasia J. Math. Sci. Technol. Educ. 2017, 13, 3553–3564. [Google Scholar] [CrossRef]
- Packmohr, S.; Brink, H. Comparing Online and On-Campus Students’ Perceptions of the Digitalization of Higher Education Institutions. In Proceedings of the 8th International Conference on Higher Education Advances (HEAd’22); Editorial Universitat Politécnica de Valéncia: Valencia, Spain, 2022. [Google Scholar]
- McMillan, J.H.; Reed, D.F. At-Risk Students and Resiliency: Factors Contributing to Academic Success. Clear. House J. Educ. Strat. Issues Ideas 1994, 67, 137–140. [Google Scholar] [CrossRef]
- Sogunro, O.A. Motivating Factors for Adult Learners in Higher Education. Int. J. High. Educ. 2014, 4, 22. [Google Scholar] [CrossRef]
- Hwang, A. Online and Hybrid Learning. J. Manag. Educ. 2018, 42, 557–563. [Google Scholar] [CrossRef]
- Baker, D.M.A.; Unni, R.; Kerr-Sims, S.; Marquis, G. Understanding Factors That Influence Attitude and Preference for Hybrid Course Formats. E-J. Bus. Educ. Scholarsh. Teach. 2020, 14, 174–188. [Google Scholar]
- Class Attendance Plummets Post-COVID. Available online: https://www.timeshighereducation.com/news/class-attendance-plummets-post-covid (accessed on 7 November 2022).
- Ifenthaler, D.; Egloffstein, M. Development and Implementation of a Maturity Model of Digital Transformation. TechTrends 2019, 64, 302–309. [Google Scholar] [CrossRef]
- Nguyen, T. The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons. MERLOT J. Online Learn. Teach. 2015, 11, 309–319. [Google Scholar]
- Adarkwah, M.A. I’m not against online teaching, but what about us? ICT in Ghana post COVID-19. Educ. Inf. Technol. 2020, 26, 1665–1685. [Google Scholar] [CrossRef] [PubMed]
- Pacheco, D.A.D.J.; Caten, C.S.T.; Jung, C.F.; Sassanelli, C.; Terzi, S. Overcoming barriers towards Sustainable Product-Service Systems in Small and Medium-sized enterprises: State of the art and a novel Decision Matrix. J. Clean. Prod. 2019, 222, 903–921. [Google Scholar] [CrossRef]
Category | Subcategory (Code) | Number of Mentions |
---|---|---|
Technical resources | Lack of technical resources (TR1) Insufficient internet connection (TR2) | 102 119 |
Interaction | Lack of social interaction (I1) Lack of discussion and participation (I2) Invisible reactions (I3) Miscommunication (I4) Low possibility to ask and get help (I5) | 192 56 48 62 65 |
Skills | Lack of digital competencies (S1) Lack of self-management (S2) | 36 10 |
Didactics | Limited possibilities for lecture design (D1) Lack of practical exercises (D2) Lack of skill transfer (D3) Lack of knowledge transfer (D4) | 29 13 3 11 |
Workload | Higher workload (W1) Laborious group work (W2) | 7 30 |
Health | Higher stress level (H1) Isolation (H2) Bodily discomfort (H3) Concentration problems (H4) | 4 19 11 66 |
Personal Readiness | Lack of flexibility (PR1) Lack of trust (PR2) Lack of motivation (PR3) Fear of change (PR4) | 15 5 130 7 |
Framework Conditions | Insufficient institutional framework (FC1) Insufficient learning environment (FC2) | 46 27 |
Element | Recommendation (Code) | Number of Mentions | Stakeholder Involved |
---|---|---|---|
Technologies | Ensure internet access (T1) | 48 | HEI, I&G |
Ensure the availability of technical resources (TR2) | 63 | HEI, I&G | |
Use mobile devices (T3) | 3 | Students | |
Provide IT support (T4) | 5 | HEI | |
Provide manuals (T5) | 5 | HEI | |
Employ technological facilities in lectures (T6) | 10 | Teachers | |
Keep systems up to date (T7) | 10 | HEI | |
Interaction Processes | Enable interpersonal exchange (IP1) | 82 | Teachers |
Offer counseling for student concerns (IP2) | 54 | Teachers | |
Foster groupwork in lectures (IP3) | 18 | Teachers | |
Organize student learning groups (IP4) | 15 | Teachers, Students | |
Foster interactivity in lectures (IP5) | 49 | Teachers | |
Adjust lecture conditions (IP6) | 33 | Teachers, HEI | |
Implement mandatory attendance (IP7) | 7 | Teachers, HEI | |
Set communication guidelines (IP8) | 47 | Teachers, HEI | |
Content | Adjust the lecture design (C1) | 41 | Teachers |
Offer hybrid formats (C2) | 34 | Teachers | |
Apply the learned knowledge (C3) | 2 | Teachers, Students | |
Establish and communicate a clear lecture structure (C4) | 31 | Teachers | |
Set examination policy (C5) | 10 | Teachers, HEI | |
Participants | Change the mindset (P1) | 20 | Teachers, Students |
Have mutual understanding (P2) | 14 | Teachers | |
Offer training (P3) | 37 | HEI | |
Monitor student progress and performance (P4) | 6 | Teachers | |
Create a clear daily structure (P5) | 18 | Students | |
Ensure an appropriate work space (P6) | 21 | Students |
Recommendation | ||||||||||||||||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
T1 | T2 | T3 | T4 | T5 | T6 | T7 | IP1 | IP2 | IP3 | IP4 | IP5 | IP6 | IP7 | IP8 | C1 | C2 | C3 | C4 | C5 | P1 | P2 | P3 | P4 | P5 | P6 | |||
N | 48 | 63 | 3 | 5 | 5 | 10 | 10 | 82 | 54 | 18 | 15 | 49 | 33 | 7 | 47 | 41 | 34 | 2 | 31 | 10 | 20 | 14 | 37 | 6 | 18 | 21 | ||
Barrier | TR1 | 102 | 49 | 2 | 5 | 1 | 3 | 3 | ||||||||||||||||||||
TR2 | 119 | 48 | 8 | 1 | 1 | 2 | 11 | 4 | ||||||||||||||||||||
I1 | 192 | 1 | 2 | 58 | 15 | 12 | 6 | 5 | 6 | 8 | 3 | 1 | 1 | 2 | ||||||||||||||
I2 | 56 | 2 | 1 | 2 | 3 | 1 | 11 | 4 | 9 | 4 | 1 | 3 | ||||||||||||||||
I3 | 48 | 1 | 1 | 4 | 13 | 3 | 1 | |||||||||||||||||||||
I4 | 62 | 2 | 7 | 10 | 1 | 2 | 2 | 11 | 1 | |||||||||||||||||||
I5 | 65 | 1 | 24 | 6 | 1 | 7 | 1 | 1 | ||||||||||||||||||||
S1 | 36 | 5 | 21 | |||||||||||||||||||||||||
S2 | 10 | 1 | 1 | 4 | 1 | |||||||||||||||||||||||
D1 | 29 | 3 | 1 | 2 | 14 | 1 | 1 | |||||||||||||||||||||
D2 | 13 | 1 | 1 | 2 | 1 | 1 | ||||||||||||||||||||||
D3 | 3 | 1 | 1 | |||||||||||||||||||||||||
D4 | 11 | 1 | 1 | 1 | 4 | |||||||||||||||||||||||
W1 | 7 | 4 | 2 | |||||||||||||||||||||||||
W2 | 30 | 1 | 1 | 4 | 2 | 2 | 1 | 1 | 5 | 1 | 1 | |||||||||||||||||
H1 | 4 | 1 | 1 | |||||||||||||||||||||||||
H2 | 19 | 5 | 1 | 2 | 1 | 1 | ||||||||||||||||||||||
H3 | 11 | 1 | 3 | 3 | ||||||||||||||||||||||||
H4 | 66 | 11 | 9 | 2 | 4 | 2 | 1 | 1 | 2 | 4 | 5 | |||||||||||||||||
PR1 | 15 | 7 | 4 | 1 | ||||||||||||||||||||||||
PR2 | 5 | 4 | 1 | |||||||||||||||||||||||||
PR3 | 130 | 2 | 3 | 3 | 3 | 5 | 11 | 3 | 7 | 3 | 5 | 5 | 5 | 1 | 3 | 10 | 7 | |||||||||||
PR4 | 7 | 3 | 1 | |||||||||||||||||||||||||
FC1 | 46 | 1 | 1 | 9 | 10 | 1 | ||||||||||||||||||||||
FC2 | 27 | 2 | 2 | 7 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Draxler-Weber, N.; Packmohr, S.; Brink, H. Barriers to Digital Higher Education Teaching and How to Overcome Them—Lessons Learned during the COVID-19 Pandemic. Educ. Sci. 2022, 12, 870. https://doi.org/10.3390/educsci12120870
Draxler-Weber N, Packmohr S, Brink H. Barriers to Digital Higher Education Teaching and How to Overcome Them—Lessons Learned during the COVID-19 Pandemic. Education Sciences. 2022; 12(12):870. https://doi.org/10.3390/educsci12120870
Chicago/Turabian StyleDraxler-Weber, Nicole, Sven Packmohr, and Henning Brink. 2022. "Barriers to Digital Higher Education Teaching and How to Overcome Them—Lessons Learned during the COVID-19 Pandemic" Education Sciences 12, no. 12: 870. https://doi.org/10.3390/educsci12120870
APA StyleDraxler-Weber, N., Packmohr, S., & Brink, H. (2022). Barriers to Digital Higher Education Teaching and How to Overcome Them—Lessons Learned during the COVID-19 Pandemic. Education Sciences, 12(12), 870. https://doi.org/10.3390/educsci12120870