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Exploring the Unexpected Transition to Online Learning Due to the COVID-19 Pandemic in an Ethiopian-Public-University Context

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Department of Teacher Education and Curriculum Studies, College of Education and Behavioral Sciences, Bahir Dar University, Bahir Dar P.O.Box 3001, Ethiopia
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Institute for Medical Education, University Hospital, LMU Munich, 80336 Munich, Germany
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Institute of Educational Research, Addis Ababa University, Addis Ababa P.O.Box 1176, Ethiopia
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Sub Dean (Learning Technology) and Faculty of Science and Health Business Partner, Division of Learning and Teaching, Charles Sturt University, Albury, NSW 2640, Australia
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School of Education, The University of Queensland, Brisbane, QLD 4072, Australia
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Author to whom correspondence should be addressed.
Academic Editor: James Albright
Educ. Sci. 2022, 12(6), 399; https://doi.org/10.3390/educsci12060399
Received: 4 May 2022 / Revised: 6 June 2022 / Accepted: 7 June 2022 / Published: 12 June 2022
In this paper, we present the initial changes and continuing challenges that are faced by teachers and students due to the unexpected transition to online learning from the COVID-19 pandemic at Bahir Dar University, Ethiopia. For this, the authors applied a phenomenological-case-study design, collecting qualitative data from purposively selected Ph.D. students (n = 10) and teachers (n = 4), examiners (n = 2), as well as the postgraduate coordinator. The results indicate that the teachers experienced some difficulties in effectively using learning technologies. Moreover, the students were overburdened with increased accountability and excessive challenges. However, the institutional capacity to support was relatively minimal. Despite these odds, the study participants showed higher levels of willingness and completed the program successfully. The study participants reported moderate satisfaction with their personal and professional experiences. The COVID-19 pandemic is an opportunity to remind universities and colleges about the essential skills that students need in this unpredictable world, for example, informed decision making, creative problem solving, and adaptability. View Full-Text
Keywords: online learning; COVID-19; university; Ethiopia; qualitative study online learning; COVID-19; university; Ethiopia; qualitative study
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MDPI and ACS Style

Bishaw, A.; Tadesse, T.; Campbell, C.; Gillies, R.M. Exploring the Unexpected Transition to Online Learning Due to the COVID-19 Pandemic in an Ethiopian-Public-University Context. Educ. Sci. 2022, 12, 399. https://doi.org/10.3390/educsci12060399

AMA Style

Bishaw A, Tadesse T, Campbell C, Gillies RM. Exploring the Unexpected Transition to Online Learning Due to the COVID-19 Pandemic in an Ethiopian-Public-University Context. Education Sciences. 2022; 12(6):399. https://doi.org/10.3390/educsci12060399

Chicago/Turabian Style

Bishaw, Alemayehu, Tefera Tadesse, Chris Campbell, and Robyn M. Gillies. 2022. "Exploring the Unexpected Transition to Online Learning Due to the COVID-19 Pandemic in an Ethiopian-Public-University Context" Education Sciences 12, no. 6: 399. https://doi.org/10.3390/educsci12060399

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