Technology Enabled Learning
The use of technology in higher education institutions are evolving fast and gaining momentum extensively (Turnbull, Chugh & Luck, 2021). It has allowed teaching staff in higher education institutions to embrace technology and facilitate learning in a more effective and efficient way (Tawafak, Malik & Alfarsi, 2021). Using technology to facilitate courses in the Pacific Island Countries does pose a number of challenges. These challenges include the digital divide, access to the internet, expensive electronic gadgets, high cost of accessing the internet, etc.
Despite facing so many challenges higher education institutions embraced technology and continue to progress as the Pacific Island Countries struggle to cope with the devastating effects of the COVID 9 pandemic (Ewing & Cooper, 2021). Since I teach at USP I will share my personal experiences which are anecdotal. Initially when courses were converted to online mode there was not much support from the academic staff as mentioned earlier the Pacific Island Countries face a number of challenges that make it difficult to deliver courses online. The COVID 19 pandemic further fast tracked the online conversion process for all the courses as during the lockdown the online mode was activated Mishra, Gupta & Shree, 2020. Online exams were facilitated along with 100% continuous assessments. I guess it required a 'Pandemic' to change peoples mindset (students and academics).
Technology enabled learning presents a diverse range of learning opportunities where the facilitator and the learner get to share information, ideas and the best part - move away from the traditional teacher student mind set to a more discussion based class sessions. In my classes while using zoom to facilitate tutorials I started using emoji's like thumbs up or a clap to thank students for their contributions, because in a traditional classroom face to face interactions were possible while it was not in a virtual classroom. Facilitating debates, sharing videos and important journal articles enhanced the learning process. Even though students and academic staff were separated by border closures and long distances the zoom platform, google classroom, microsoft teams enabled students to continue with their learning journey.
References:
Ewing, L. A., & Cooper, H. B. (2021). Technology-enabled remote learning during COVID-19: perspectives of Australian teachers, students and parents. Technology, pedagogy and education, 30(1), 41-57.
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012.
Tawafak, R. M., Malik, S. I., & Alfarsi, G. (2021). Impact of technologies during the COVID-19 pandemic for improving behavioral intention to use e-learning. International Journal of Information and Communication Technology Education (IJICTE), 17(3), 137-150.
Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge?. Education and Information Technologies, 26(5), 6401-6419.
