Smart Learning Environments during Pandemic
Abstract
:1. Introduction
The Aim of the Study
- RQ1: What are the benefits of smart learning environments during the COVID-19 pandemic?
- RQ2: What are the challenges in smart learning environments caused by the pandemic from students, educators, and educational institutions?
- RQ3: From the e-learning tools mentioned in this paper, which tools were the most preferred tools for smart learning environments during the pandemic?
2. Materials and Methods
2.1. Research Setting
2.2. Data Collection
2.3. Article Selection Criteria
2.4. Searching Process
2.5. Findings
3. Results
3.1. Benefits of Smart Learning Environments
3.2. Challenges on Smart Learning Environments Caused by the Pandemic
3.3. Most Preferred Tools for Smart Learning Environments during the COVID-19 Pandemic
4. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Inclusion | Exclusion |
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Author and Year | Aim | Method | Result |
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[11] | Evaluation of the distance education challenges experienced by students during the pandemic process by families. | Qualitative | Families stated that they have a responsibility to help students in the distance education process. Many parents stated that they faced obstacles in helping their children with distance education during the pandemic. |
[12] | Identifying the difference made by the Moodle environment for learning English. | Quantitative and qualitative | Students satisfied with using Moodle to support English learning. |
[13] | To evaluate if hybrid learning will continue after COVID. | Qualitative | Online educational methods need to be incorporated in the current training programs. |
[14] | The impact of the pandemic in the cloud computing environment. | Qualitative | Dependence on cloud computing and other technologies has increased due to the pandemic. |
[15] | Examine teaching and learning enhancement aspects of open-source courses. | Quantitative | MOOCs have been shown to have a significant direct impact on higher education as they improve educational outcomes. |
[16] | Offering different digital procedures for medical students to perform better and achievement. | Qualitative | Results show that students are satisfied with the transition to a collaborative e-learning environment and its procedures. |
[17] | Evaluating students’ experiences and satisfaction with e-learning applications during the pandemic process. | Quantitative | Results showed that students are delighted with Google Hangouts for resource distribution and Google Classroom and Moodle for course management. |
[18] | To investigate the effect of remote teaching on pharmacy education and provide recommendations. | Quantitative | The results showed that the lack of interaction in online education is a negative factor in student satisfaction. In addition, emergency distance learning practices caused teachers to use alternative assessment methods. |
[19] | Investigating the use of social media in education. | Quantitative | Using social media for learning English increased dramatically during pandemic COVID-19 participants showed a positive attitude towards social media use. |
[20] | Determining the effect of e-learning applications on institutions. | Quantitative | Teachers say it is challenging to do course objectives due to the lack of practical lab work this leads to which leads to dissatisfaction with online courses when compared with on campus education. |
[21] | To make a survey of students in the various universities regarding e-learning systems implemented during the COVID-19 outbreak. | Quantitative | E-learning positively impact students and becomes a substitute learning process for lecturers and students. |
[22] | Determine students’ views on e-learning applications in medical physics education. | Qualitative | The majority of students found that watching videos of pre-recorded lectures and Practical sessions as well as answering short questions was helpful, but it was difficult to focus at home due to distraction and poor Internet connection. |
[23] | To understand the motivation for developing writing and speaking skills in language education and its impact on using language learning technology. | Quantitative | Students motivated by asynchronous online collaborative writing were more likely to enjoy online learning. |
[24] | Determining students’ understanding of face-to-face and online education during the COVID-19 process. | Quantitative | The students participating in the study were positive towards online education, but were not sure if the quality of online education matched the traditional setup. |
[25] | To address the best practices for teaching cytology and pathology remotely. | Qualitative | Learners expressed their willingness to attend online classes in the future, even if the traditional classroom learning option is available. |
[26] | Evaluation of nursing faculty student’ use of distance education applications. | Qualitative | A theory-guided, caring approach supports the needs of both faculty and nursing students. |
[27] | Explanation of how to plan a virtual site visit for nursing accreditation. | Qualitative | Educators can be tested for compliance with virtual accreditation visits. |
[28] | Evaluate online classroom practices and determine whether they can aid medical learning during the lockdown process. | Quantitative | Most students mostly favored online classes. Those who did not favor online classes said poor internet connection was the main hindrance. |
[29] | How does the internet help to transform the mathematics classroom and mathematics teacher education? | Qualitative | Modern students want a say in how they are taught and what they are taught. |
[30] | Determining the results of organizational adaptation to artificial intelligence strategies. | Qualitative | Findings conclude that AI adaptation processes need to include the following empathy and original, representation, fundamental needs, and motivations. |
[31] | Determining student satisfaction levels towards the learning process realized by video conference. | Quantitative | The majority agreed that the sessions were intellectually challenging, but the instructors were dynamic, and encouraged students to participate. |
[32] | To determine which of the strategies presented have the potential to benefit FLHCP that are concurrently enrolled in the university. | Qualitative | Hundreds of mental health online resources were identified; however, less than a quarter were either developed based on evidence or empirically evaluated. |
[33] | Evaluating the use of the WhatsApp application in the online evaluation process. | Questionnaire | WhatsApp was the most comfortable mode of communication and was used as a way to conduct theory and practical exams. |
[34] | Assessing the possibility of using open educational resources as alternatives to tackle challenges. | Qualitative | Various initiatives have been taken to provide open and online education. |
[35] | Identifying factors affecting instructors’ intention to reuse the LMS. | Qualitative | The most popular challenges instructors faced during their Experience with Google Classroom were inadequate internet service and students lack of interest. Service quality also had no positive influence on instructor satisfaction. |
[36] | Designing functional robots for older people during the COVID-19 pandemic. | Qualitative | The developed social robots provide a promising alternative to address social isolation and loneliness during the COVID-19 pandemic. |
[37] | Examining student’s effectiveness in online nursing leadership education. | Qualitative | Results show student-created questions to be a useful learning tool. |
[38] | To assess the impact of lockdown on undergraduate and postgraduate learners. | Quantitative | Teachers used many platforms for teaching and evaluation. Learners suffered from stress depression anxiety because of the lockdown. Some students who were from remote and marginalized areas did not have access to reliable internet. |
[39] | To evaluate the LMS acceptance levels of medical students. | Qualitative | Increasing informative activities on LMS increases the intention to use distance education systems to improve students’ acceptance level. |
[40] | Explain how the education system has changed. | Qualitative | Increase in Zoom downloads. Both students and instructors, to a certain extent, face challenges in virtual learning. |
[41] | Determining the necessary foundations of e-learning carried out during the pandemic process. | Quantitative | University’s initiative for online teaching and learning succeeded through following instructions. |
[42] | To evaluate the use of online learning applications. | Qualitative | Adoption of distance education, blended learning e-learning, and course management system is the appropriate response to the pandemic. |
[43] | Determining the changes in teachers’ perceptions in the e-learning process. | Quantitative | Educators worked to create opportunities for interaction and provide learning experiences in an online Environment. |
[44] | Offering alternative ways to help students in the distance education process to overcome their difficulties. | Quantitative | The results show that the digital divide is an obstacle for students in the e-learning process. |
[45] | To portray the online learning barriers students, face and their alternatives to cope with them. | Quantitative and qualitative | According to the results, students encountered eyestrain, familiarity with e-learning and slow internet connection during the distance education process. |
[46] | Exploring distance learning at Bezmialem Vakıf University. | Quantitative | The hybrid models, asynchronous and synchronous were applied and were more beneficial in some subjects. However, it was not possible during distance education in practical and internship practices. |
[47] | Disclosure of the perceived usability of Microsoft Teams. | Quantitative | Results show the similarity and equivalency be the Perceived Ease of Use factor of TAM having a more significant similarity with the system usability scale. |
[48] | Highlighting how augmented reality improves and enhances its users. | Qualitative | The results show that the use of AR in medicine can change the way surgeries are performed. |
[49] | Determining students’ perceptions of adopting, using, and accepting online learning. | Quantitative and qualitative | attitude, motivation, self-efficacy, and use of technology play a significant role in the mental engagement and performance of students. |
[50] | Evaluation of the effectiveness of e-learning applications by dental students. | Quantitative | Students were not satisfied with the learning management system and quality of learning resources available. |
[51] | Determining how cloud-based systems can be used to achieve smart solutions that can be adjusted to low costs. | Qualitative | The Alexa smart speaker’s initiative for university has aims to improve connections and data manipulation through smart cloud services. |
[52] | To identify educators’ behaviors related to the corona virus pandemic. | Quantitative and qualitative | That teacher attitudes toward change, and perceptions of administrative support was related with resilience and burnout they suffered because of the pandemic. |
[53] | Analyze factors that predict the use of e-learning in sports science education during COVID-19. | Quantitative | Thee-learning environment and tools maximize the positive effects in the use of e-learning. The participants considered it to be user-friendly and enhance their emotions to the advantage of the instruments during COVID-19. |
[54] | Evaluating reliable and cost-effective distance learning strategies and online tools. | Quantitative | It is stated that using Google Classroom as a learning tool and WhatsApp group for sending messages is effective. |
[55] | Identifying factors that affect accepting YouTube as a learning tool. | Quantitative | Acceptance of YouTube as a learning tool was related to these factors perceived ease of use, perceived usefulness, social influence, individual and environmental factors, to guarantee students acceptance of online resources. |
[56] | Evaluating whether e-learning works in traditional Chinese medicine teaching. | Quantitative | As a result, online education has been identified as a good alternative when it can no longer be done face to face. |
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Mutizwa, M.R.; Ozdamli, F.; Karagozlu, D. Smart Learning Environments during Pandemic. Trends High. Educ. 2023, 2, 16-28. https://doi.org/10.3390/higheredu2010002
Mutizwa MR, Ozdamli F, Karagozlu D. Smart Learning Environments during Pandemic. Trends in Higher Education. 2023; 2(1):16-28. https://doi.org/10.3390/higheredu2010002
Chicago/Turabian StyleMutizwa, Melissa Rutendo, Fezile Ozdamli, and Damla Karagozlu. 2023. "Smart Learning Environments during Pandemic" Trends in Higher Education 2, no. 1: 16-28. https://doi.org/10.3390/higheredu2010002