Academic Degrowth During Pandemic of COVID-19: Measuring the Digital Space to New Normalcy in Universities of South Punjab, Pakistan
Abstract
During the Pandemic of COVID-19, the whole world has to go under national lockdown/s time and again. Along other challenges, the academic activities suffered a lot. Academic institutions had to adopt technology for academic process (online teaching). The adoption of technology in advance countries to some extent was easier. But for the third world countries like Pakistan, it proved a challenge and academic degrowth was observed. The present survey is designed to measure the “Digital Space to New Academic Normalcy in Universities of South Punjab, Pakistan. The responses were measured from 470 students of BS, Master and M. Phil studying at the public and private sector universities of the South Punjab of Pakistan through Google forms questionnaire. The findings of the study reveal that during the Pandemic of COVID-19 the universities adopted online teaching with limited digital resources. Even after the lapse of more than one year universities could not significantly prepare themselves for incorporating digital resources for academic process and assessment. 67% universities are still continuing their academic process without the learning management system. Universities are conducting academic activities via Whatsapp which is informal medium. In the light of the collected data, we are able to conclude that there is dire need for the up gradation of digital devices in the academic institutions for moving to new academic normalcy in the wake of Pandemic of COVID-19.
Key Words: Digital Space, COVID-19 and Academic Normalcy, Academic degrowth. Third World Countries, Pakistan
Full Text:
PDFReferences
Berland, E. P. (1992). “Up in the Air” Re-considering the Cultural Origins of Broadcasting and the Myth of Entertainment During the 1920s. American Journalism, 9(3-4), 54-65.
Baum, S., & McPherson, M. (2019). The human factor: The promise & limits of online education. Daedalus, 148(4), 235-254.
Carnevale, D. (2003). Learning Online To Teach Online. Chronicle of Higher Education, 50(10).
Dynarski, S., & Lalani, F. (2018). Online courses are harming the students who need the most help. The New York Times, 19.
Clegg, S., Konrad, J., & Tan, J. (2000). Preparing academic staff to use ICTs in support of student learning. International Journal for Academic Development, 5(2), 138-148.
Cosme, I., Santos, R., & O’Neill, D. W. (2017). Assessing the degrowth discourse: A review and analysis of academic degrowth policy proposals. Journal of Cleaner Production, 149, 321-334.
Goral, T. (2001). Teaching old dogs new tricks. Curriculum Administrator, 37(2), 59-61.
Figlio, D. (2016). A silver lining for online higher education?. Washington, DC: Brookings Institution.
Figlio, D., Rush, M., & Yin, L. (2013). Is it live or is it internet? Experimental estimates of the effects of online instruction on student learning. Journal of Labor Economics, 31(4), 763-784.
Hall, R. (2002). Aligning learning, teaching, and assessment using the Web: An evaluation of pedagogic approaches. British Journal of Educational Technology,33(2), 149-158.
Ives, B., & Jarvenpaa, S. L. (2000). Will the Internet revolutionize business education and research?. Knowledge, groupware, and the Internet, 119-136.
Palloff, R. M., Pratt, K., & Stockley, D. (2001). Building learning communities in cyberspace: Effective strategies for the online classroom. The Canadian Journal of Higher Education, 31(3), 175.
Protopsaltis, S., & Baum, S. (2019). Does online education live up to its promise? A look at the evidence and implications for federal policy. Center for Educational Policy Evaluation.
Qazi, A., Naseer, K., Qazi, J., AlSalman, H., Naseem, U., Yang, S., ... & Gumaei, A. (2020). Conventional to online education during COVID-19 pandemic: Do develop and underdeveloped nations cope alike. Children and Youth Services Review, 119, 105582.
Reigeluth, C. M. (2003). Knowledge building for use of the internet in education. Instructional Science, 31(4), 341-346.
Segal, C. L. (2008). Expectations and Demands in Online Teaching: Practical experiences. The International Review of Research in Open and Distributed Learning, 9(3).
Sherritt, C., & Basom, M. (1997). Using the Internet for Higher Education. HTTPs://eric.ed.gov/?id=ED407546
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of educational research, 76(1), 93-135.
Turoff, M. (1997). Alternative futures for distance learning: The force and the darkside. Virtual Learning Environments and the Role of the Teacher.
Vrasidas, C., & McIsaac, M. S. (2000). Principles of pedagogy and evaluation for web-based learning. Educational Media International, 37(2), 105-111.
Walter Gudea, S. (Ed.). (2008). Expectations and Demands in Online Teaching: Practical Experiences: Practical Experiences. IGI Global
DOI: http://dx.doi.org/10.21015/vtess.v9i4.743
Refbacks
- There are currently no refbacks.