Tag Archives: Remote Learning

_{This is an excerpt from one of my latest articles that was accepted for publication by the 6th International Conference on E-Education, E-Business & E-Technology (ICEBT2022).}

Suggested Citation: Camilleri, M.A. & Camilleri, A.C. (2022). A cost-benefit analysis on remote learning: A systematic review and implications for the future. 6th International Conference on e-Education, e-Business and e-Technology (Beijing, China: 26th June 2022). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4104629

After the outbreak of COVID-19 pandemic, educational institutions were expected to adapt to an unexpected crisis situation. In many cases, they had to follow their policy makers’ preventative measures to mitigate the contagion of the pandemic [1, 2]. As a result, they introduced contingency plans, and disseminated information on the virus, among students and employees. In many cases, educators were coerced to shift from the provision of traditional, face-to-face teaching and blended learning approaches, to a fully virtual remote course delivery [3, 4]. This transition resulted in a number of challenges to students and instructors [5]. Educators were pressurized to utilize digital technologies including learning management systems (LMS) as well as video conferencing programs [6]. Very often, they relied on their institutions’ Moodle or virtual learning environment (VLE) software to share digital resources including videos, power point presentations and links to online notes [7]. During the pandemic educators also acquainted themselves with video-conferencing platforms [8].

Subsequently, when COVID-19 restrictions were eased, a number of educational institutions reopened their doors to students and employees [9]. They introduced social distancing policies and hygienic procedures in their premises [4, 10]. At the time of writing, a number of academic members of staff, in various contexts, are still utilizing learning technologies including LMS and video conferencing programs [6]. Currently, student-centered educators are adopting hybrid/blended learning approaches, as they deliver face-to-face lectures in addition to online learning methodologies. Very often, they do so to support students who are not in a position to attend their lectures on campus.

A synthesis of the literature on the costs and benefits of remote learning

The costs

Many researchers noted that Covid-19 disrupted the provision of education. In the main, they reported that there were various challenges for the successful implementation of remote learning [17, 23-25]. For example, one of the contributions implied that the prolonged use of virtual platforms might negatively impact the efficacy of synchronous learning [27].

Various studies indicated that the research participants were not always pleased with the quality of education that was provided by their educators, during the pandemic [28]. Academic commentators indicated that faculty members were not experts in the delivery of remote/online instruction. They implied that instructors could require periodic developmental training to improve the service quality of their courses [4, 10].

While a few researchers noted that students appreciated the availability of recorded lectures [29], others reported that educators were not always recording their lectures and/or did not share learning resources with them [21]. This issue could have affected the students’ learning outcomes [30, 31]. In fact, some students were worried about their academic progress during COVID-19 [32]. In many cases, they encountered a number of difficulties during remote course delivery. For instance, online group work involved additional planning as well as institutional support [33]. Previous literature suggests that students necessitate counseling, tutoring and mentoring as well as ongoing assurances to succeed [34, 35].

In many cases, the researchers discovered that course participants required adequate training and support to complete their assessments [23, 24, 36]. A few of them also hinted that was a digital divide among students could have been evidenced among those who experienced connectivity and equipment problems, among other issues [5, 37]. Other authors argued about the individuals’ challenges to focus on their screens for long periods of time [6]. Notwithstanding, educators and students may develop bad postures and other physical problems due to staying hunched in front of a screen. Therefore, students ought to be given regular breaks from the screen to refresh their minds and their bodies.

The benefits

Generally, a number of contributions shed light on the benefits of using remote learning technologies, including learning management systems [1, 21, 29, 32] and interactive conferencing programs (1, 6, 17, 33]. Such educational technologies can help in creating rich social interactions [38-40] as well as positive learning environments – that foster learning and retention [41, 42]. Previous research indicated that digital learning resources can enhance the students’ knowledge and skills [43]. Remote instruction approaches can also provide supportive environments to students [39] and could even increase their chances of learning [30, 31]. Virtual lectures may be recorded or archived for future reference [29]. Hence, students or educators could access their learning materials at their convenience [44-46].

Several researchers underlined the importance of maintaining ongoing, two-way communications with students, and of providing them with appropriate facilitating conditions, to continue improving their learning journeys [6, 47-48]. Video conferencing technologies allow educators to follow up on their students’ progress. They facilitate online interactions, in real time, and enable them to obtain immediate feedback from their students [1, 49]. Notwithstanding, there are fewer chances of students’ absenteeism and on missing out on their lessons, as they can join online meetings from home or from other locations of their choice.

Conclusions

This review implies that online technologies have opened a window of opportunity for educators. Indeed, learning management systems as well as conferencing programs are useful tools for educators to continue delivering education in a post covid-19 context. However, it is imperative that educational institutions invest in online learning infrastructures, resources and facilitating conditions, for the benefit of their students and faculty employees. They should determine whether their instructors are (or are not) delivering high levels of service quality through the utilization of remote learning technologies to continue delivering student-centered education.

References (these are all the references that were featured in the full paper)

1. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2021. The acceptance of learning management systems and video conferencing technologies: Lessons learned from COVID-19. Tech, Know and Learning, https://link.springer.com/article/10.1007/s10758-021-09561-y
2. OECD 2020. OECD Policy Response to CoronaVirus: Education responses to COVID-19: Embracing digital learning and online collaboration”, Organization for Economic Cooperation and Development, Paris, France.  http://www.oecd.org/coronavirus/policy-responses/education-responses-to-covid-19-embracing-digital-learning-and-online-collaboration-d75eb0e8/
3. Sir John Daniel. 2020. Education and the COVID-19 pandemic. Prospects, 49(1), 91-96. https://doi.org/10.1007/s11125-020-09464-3
4. Mark Anthony Camilleri. 2021. Evaluating service quality and performance of higher education institutions: A systematic review and a post COVID-19 outlook. Int J. of Qual & Serv Sciences 13, 2, 268-281. https://doi.org/10.1108/IJQSS-03-2020-0034
5. Tewathia, Nidhi, Anant Kamath, and P. Vigneswara Ilavarasan. 2020. Social inequalities, fundamental inequities, and recurring of the digital divide: Insights from India. Tech in Soc, 61, 101251.
6. Mark Anthony Camilleri, and Adriana Camilleri. 2022. Remote learning via video conferencing technologies: Implications for research and practice. Tech in Society, https://doi.org/10.1016/j.techsoc.2022.101881
7. Fathema, Nafsaniath, David Shannon, and Margaret Ross. 2015. Expanding the Technology Acceptance Model (TAM) to examine faculty use of Learning Management Systems (LMSs) in higher education institutions. J of Online Learning & Teach, 11(2), 210-232.
8. Worldbank 2020 The COVID-19 Crisis Response: Supporting tertiary education for continuity, adaptation, and innovation. Worldbank Group Education, Washington, USA. http://pubdocs.worldbank.org/en/621991586463915490/WB-Tertiary-Ed-and-Covid-19-Crisis-for-public-use-April-9.pdf
9. Mark Anthony Camilleri. 2021. Shifting from traditional and blended learning approaches to a fully virtual and remote course delivery: Implications from COVID-19. Acad Letters, Article, 481.
10. Ronald W. Welch, Robert J. Rabb, and Alyson Grace Eggleston. 2021. Using the SWIVL for Effective HyFlex Instruction: Best Practices, Challenges, and Opportunities. ASEE Annual Conference and Exposition, Conference Proceedings
11. Rabab Ali Abumalloh, Shahla Asadi, Mehrbakhsh Nilashi, Behrouz Minaei-Bidgoli, Fatima Khan Nayer, Sarminah Samad, Saidatulakmal Mohd, and Othman Ibrahim. 2021. The impact of coronavirus pandemic (COVID-19) on education: The role of virtual and remote laboratories in education. Tech in Soc, 67, 101728.
12. Stephen J. Aguilar, 2020. Guidelines and tools for promoting digital equity. Inf and Lear Sci, 121(5/6), 285-299.
13. Amy B. Smoyer, Kyle O’Brien, and Elizabeth Rodriguez-Keyes. 2020. Lessons learned from COVID-19: Being known in online social work classrooms. Int Social Work, 63(5), 651-654.
14. Anthony F. Tasso, Nesrin Hisli Sahin, and Gabrielle J. San Roman.2021. COVID-19 disruption on college students: Academic and socioemotional implications. Psych Trauma: Theory, Res, Practice, and Pol, 13(1), 9-15.
15. Jingrong Xie, and Mary F. Rice. 2021. Instructional designers’ roles in emergency remote teaching during COVID-19. Dist Ed, 42(1), 70-87.
16. Lata Kanyal Butola, 2021. E-learning-a new trend of learning in 21st century during COVID-19 pandemic. Indian J of Foren Med and Toxicology, 15(1), 422-426.
17. William Hurst, Adam Withington, and Hoshang Kolivand. 2022. Virtual conference design: features and obstacles. Multimedia Tools and Applic. https://doi.org/10.1007/s11042-022-12402-4
18. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2019. The students’ readiness to engage with mobile learning apps. Interactive Tech and Smart Educ 17,1, 28-38. https://doi.org/10.1108/ITSE-06-2019-0027
19. Andrzej Szymkowiak, Boban Melović, Marina Dabić, Kishokanth Jeganathan, and Gagandeep Singh Kundi. 2021. Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Tech in Soc, 65, 101565.
20. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2017. Digital learning resources and ubiquitous technologies in education. Tech, Know and Learning 22,1, 65-82. https://link.springer.com/article/10.1007/s10758-016-9287-7
21. Patricia R. Backer, Maria Chierichetti, Laura E. Sullivan-Green, and Liat Rosenfeld. 2021. Learning from the Student Experience: Impact of Shelter-in-Place on the Learning Experiences of Engineering Students at SJSU. ASEE Annual Conference and Exposition, Conference Proceedings.
22. Timothy Boye, and Tania Machet. 2021. Emerging from COVID-19 to future practice. Proceedings – SEFI 49th Annual Conference: Blended Learning in Engineering Education: Challenging, Enlightening – and Lasting, 697-704.
23. Andrea N. Giordano, and Casey R. Christopher. 2020. Repurposing best teaching practices for remote learning environments: Chemistry in the news and oral examinations during covid-19. J of Chemical Educ, 97(9), 2815-2818.
24. Mohamed Shaik Honnurvali, Ayman A. El-Saleh, Abdul Manan Sheikh, Keng Goh, Naren Gupta, and Tariq Umar. 2022. Sustainable Engineering higher education in Oman-lessons learned from the pandemic (COVID-19), improvements, and suggestions in the teaching, learning and administrative framework. J of Eng Education Trans, 35(3), 52-69.
25. Rizwana Wahid, Oveesa Farooq, and Ahtisham Aziz. 2021. The New Normal: Online Classes and Assessments during the COVID-19 Outbreak. J of E-Learning and Know Society, 17(2), 85-96.
26. Brenda Van Wyk, Gillian Mooney, Martin Duma, and Samuel Faloye, 2020. Emergency remote learning in the times of covid: A higher education innovation strategy. Proceedings of the European Conference on e-Learning, ECEL2020, 499-507.
27. Andrew Darr, Jenna Regan, and Yerko Berrocal. 2021. Effect of Video Conferencing on Student Academic Performance: Evidence from Preclinical Summative Assessment Scores. Medical Science Educator, 31(6), 1747-1750.
28. Ji-Hee Jung, and Jae-Ik Shin 2021. Assessment of university students on online remote learning during COVID-19 pandemic in Korea: An empirical study, Sustainability (Switzerland), 13(19), 10821.       
29. John Michael Cotter, and Rasim Guldiken. 2021. Remote Versus In-Class Active Learning Exercises for an Undergraduate Course in Fluid Mechanics, ASEE Annual Conference and Exposition, Conference Proceedings                 
30. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2017. Digital learning resources and ubiquitous technologies in education. Tech, Knowledge and Learning, 22(1), 65-82.
31. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2017. The students’ perceptions of digital game-based learning. In European Conference on Games Based Learning (pp. 56-62). Academic Conferences International Limited.
32. Marilyn Barger, and Lakshmi Jayaram. 2021. Students Talk: The Experience of Advanced Technology Students at Two-Year Colleges during COVID-19, ASEE Annual Conference and Exposition, Conference Proceedings.  
33. Kennedy Saldanha, Jennifer Currin-McCulloch, Barbara Muskat, Shirley R. Simon, Ann M. Bergart, Ellen Sue Mesbur, Donna Guy, Namoonga B. Chilwalo, Mamadou M. Seck, Greg Tully, Kristina Lind, Cheryl D. Lee, Neil Hall,and Diana Kelly, 2021. Turning boxes into supportive circles: Enhancing online group work teaching during the COVID-19 pandemic. Social Work with Groups, 44(4), 310-327.
34. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2017. The technology acceptance of mobile applications in education. In 13th International Conference on Mobile Learning (Budapest, April 10th). Proceedings, pp., International Association for Development of the Information Society.
35. Adriana Caterina Camilleri, and Mark Anthony Camilleri. 2019. Mobile learning via educational apps: an interpretative study. In Proceedings of the 2019 5th International Conference on Education and Training Technologies (pp. 88-92).
36. Galina Ilieva, and Tania Yankova. 2020. IoT in Distance Learning during the COVID-19 Pandemic.TEM Journal, 9(4), 1669-1674.
37. Emily S. Kinsky, Patrick F. Merle, and Karen Freberg. 2021. Zooming through a Pandemic: An Examination of Marketable Skills Gained by University Students during the COVID-19 Crisis. Howard J of Comm, 32(5), 507-529
38. Anne E. Drake, Jonathan Hy, Gordon A. MacDougall, Brendan Holmes, Lauren Icken, Jon W. Schrock, and Robert A. Jones.. 2021. Innovations with tele-ultrasound in education sonography: the use of tele-ultrasound to train novice scanners. Ultrasound J, 13(1), Article 6, https://doi.org/10.1186/s13089-021-00210-0
39. Ming Lei, Ian M. Clemente, Haixia Liu, and John Bell. 2022. The Acceptance of Telepresence Robots in Higher Education. Int J of Social Robotics, https://doi.org/10.1007/s12369-021-00837-y                                                           
40. Yuan Li, David Hicks, Wallace S. Lages, Sang Won Lee, Akshay Sharma, and Doug A. Bowman   2021. ARCritique: Supporting remote design critique of physical artifacts through collaborative augmented reality. Proceedings – 2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops, VRW 2021, 9419257, 585-586
41. Vivekananth Subbiramaniyan, Chandrashekhar Apte, and Ciraj Ali Mohammed. 2021. A meme-based approach for enhancing student engagement and learning in renal physiology, Adv in Physio Educ, 46(1), 27-29.                 
42. Joshua Zavitz, Aarti Sarwal, Jacob Schoeneck, Casey Glass, Brandon Hays, E. Shen, Casey Bryant, and Karisma Gupta. 2021. Virtual multispecialty point-of-care ultrasound rotation for fourth-year medical students during COVID-19: Innovative teaching techniques improve ultrasound knowledge and image interpretation. AEM Education and Training, 5(4), e10632.                         
43. Vikash Gayah, Sarah E. Zappe, and Stephanie Cutler. 2021.Impact of Remote Instructional Format on Student Perception of a Supportive Learning Environment for Expertise Development. ASEE Annual Conference and Exposition, Conference Proceedings.
44. Butler, A., Camilleri, M. A., Creed, A., & Zutshi, A. 2021. The use of mobile learning technologies for corporate training and development: A contextual framework. In Strategic corporate communication in the digital age. Emerald Publishing Limited.
45. Adriana Caterina Camilleri, and Mark Anthony Camilleri. 2019. The Students Intrinsic and Extrinsic Motivations to Engage with Digital Learning Games. In Shun-Wing N.G., Fun, T.S. & Shi, Y. (Eds.) 5th International Conference on Education and Training Technologies (ICETT 2019). Seoul, South Korea. International Economics Development and Research Center (IEDRC). ACM Digital Library. https://dl.acm.org/doi/abs/10.1145/3337682.3337689
46. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2019. The Acceptance and Use of Mobile Learning Applications in Higher Education. In Pfennig, A. & Chen, K.C. (Eds.) 3rd International Conference on Education and eLearning (ICEEL2019), Barcelona, Spain. ACM Digital Library. https://dl.acm.org/doi/10.1145/3371647.3372205
47. Adriana Caterina Camilleri, and Mark Anthony Camilleri. 2019. Mobile Learning via Educational Apps: An Interpretative Study. In Shun-Wing N.G., Fun, T.S. & Shi, Y. (Eds.) 5th International Conference on Education and Training Technologies (ICETT 2019). Seoul, South Korea. International Economics Development and Research Center (IEDRC). ACM Digital Library. https://doi.org/10.1145/3337682.3337687
48. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2020. The students’ acceptance and use of their university’s virtual learning environment. In Chen, K.C., Ma, Y., & Kawamura, M., The 11th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E 2020). Ritsumeikan University, Osaka, Japan. ACM Digital Library. https://www.mendeley.com/catalogue/037e2920-3bc5-3f9f-8b92-210a2e924156/
49. Paul Capriotti, Iliana Zeler, and Mark Anthony Camilleri. 2021. Corporate communication through social networks: The identification of the key dimensions for dialogic communication. In M.A. Camilleri (Ed.) Strategic Corporate Communication in the Digital Age, Emerald, UK. https://doi.org/10.1108/978-1-80071-264-520211003
50. Valeria Aloizou, Tania Chasiotou, Symeon Retalis, Theodoros Daviotis, and Panagiotis Koulouvaris. 2021. Remote learning for children with Special Education Needs in the era of COVID-19: Beyond tele-conferencing sessions. Educ Media Int, 58 (2), 181-201.
51. Yelena Chaiko, Nadezhda Kunicina, Antons Patlins, and Anastasia Zhiravetska. 2020. Advanced practices: Web technologies in the educational process and science. 2020 IEEE 61st Annual International Scientific Conference on Power and Electrical Engineering of Riga Technical University, RTUCON 2020 – Proceedings, 9316567.
52. Courtney J. Chatha, and Stacey Lowery Bretz. 2020. Adapting Interactive Interview Tasks to Remote Data Collection: Human Subjects Research That Requires Annotations and Manipulations of Chemical Structures during the COVID-19 Pandemic. Journal of Chemical Educ, 97(11), 4196-4201.
53. Phil Legg, Thomas Higgs, Pennie Spruhan, Jonathan White, and Ian Johnson. 2021. ‘Hacking an IoT Home’: New opportunities for cyber security education combining remote learning with cyber-physical systems. 2021 International Conference on Cyber Situational Awareness, Data Analytics and Assessment, CyberSA 2021, 9478251.
54. Jenifer M. Ross, Lauri Wright, and Andrea Y. Arikawa, 2021. Adapting a classroom simulation experience to an online escape room in nutrition education. Online Learning J, 25(1), 238-244.
55. Jintawat Sangpratoom, Atima Tharatipyakul, Natnaree Ua-Arak, Kejkaew Thanasuan, and Suporn Pongnumkul. 2021.Comparing Remote Learning between Live Lectures and Self-paced Interactive Tutorials for Learning an Introduction to Blockchain Proceedings – 2021 International Conference on Information Systems and Advanced Technologies, ICISAT 2021
56. Sharon Wallace, Monika S. Schuler, Michelle Kaulback, Karen Hunt, and Manisa Baker. 2021. Nursing student experiences of remote learning during the COVID‐19 pandemic. In Nursing Forum, 56(3), 612-618.