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Scientific Review and Annotated Bibliography of Teaching in Higher Education Academies on Online Learning: Adapting to the COVID-19 Pandemic

Author

Listed:
  • Chiemela Victor Amaechi

    (Department of Engineering, Lancaster University, Bailrigg, Lancaster LA1 4YR, UK
    Standards Organisation of Nigeria (SON), 52 Lome Crescent, Wuse Zone 7, Abuja 900287, Nigeria)

  • Ebube Charles Amaechi

    (Department of Zoology, University of Ilorin, Ilorin 240003, Nigeria)

  • Abiodun Kolawole Oyetunji

    (Lancaster Environment Centre (LEC), Lancaster University, Lancaster LA1 4YQ, UK)

  • Irish Mpho Kgosiemang

    (Department of Business Management, University of Central Lancashire (UCLAN), Preston PR1 2HE, UK)

Abstract

Since COVID-19 first appeared, e-learning has become more and more common. In order to understand gender disparities in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance globally, this study will look at these variables. Many educational institutions have been forced to close due to the sudden COVID-19 outbreak, and many students have been forced to stay at home and take online courses. With the recent COVID-19 pandemic underway, there were challenges with STEM (Science Technology Engineering and Mathematics) modules and other teaching contents due to practical laboratory sessions and workshops required. Thus, the need to understand teaching style, online learning and its role in promoting a variety of desirable academic outcomes, such as increased achievement and decreased dropout rates, as well as various well-being and life outcomes, has advanced significantly. In this paper, the scientific review on teaching in Higher Education Academies (HEA) for online learning is presented with their frontiers towards sustainable education. The current work also gives an annotated bibliography that aims to consolidate and synthesise the literature on student engagement, online learning, social media, and teacher learning/training. Some conclusions and recommendations were also made on the study.

Suggested Citation

  • Chiemela Victor Amaechi & Ebube Charles Amaechi & Abiodun Kolawole Oyetunji & Irish Mpho Kgosiemang, 2022. "Scientific Review and Annotated Bibliography of Teaching in Higher Education Academies on Online Learning: Adapting to the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(19), pages 1-25, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:19:p:12006-:d:922603
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    References listed on IDEAS

    as
    1. Blaug, M., 1966. "Economics of Education," Elsevier Monographs, Elsevier, edition 1, number 9780080206271 edited by Chandler, G..
    2. Rosa Huiju Chen, 2022. "Effects of Deliberate Practice on Blended Learning Sustainability: A Community of Inquiry Perspective," Sustainability, MDPI, vol. 14(3), pages 1-15, February.
    3. Zhonggen Yu, 2022. "Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(8), pages 1-14, April.
    4. Filipa Seabra & Marta Abelha & António Teixeira & Luísa Aires, 2021. "Learning in Troubled Times: Parents’ Perspectives on Emergency Remote Teaching and Learning," Sustainability, MDPI, vol. 14(1), pages 1-18, December.
    5. Mei-Hui Peng & Bireswar Dutta, 2022. "Impact of Personality Traits and Information Privacy Concern on E-Learning Environment Adoption during COVID-19 Pandemic: An Empirical Investigation," Sustainability, MDPI, vol. 14(13), pages 1-19, June.
    6. Clemen, Robert T., 1989. "Combining forecasts: A review and annotated bibliography," International Journal of Forecasting, Elsevier, vol. 5(4), pages 559-583.
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    Cited by:

    1. Bumho Lee & Jinwoo Kim, 2023. "Managing Social Presence in Collaborative Learning with Agent Facilitation," Sustainability, MDPI, vol. 15(7), pages 1-26, April.
    2. Josiane Isingizwe & Ricardo Eiris & Masoud Gheisari, 2023. "Racial Disparities in the Construction Domain: A Systematic Literature Review of the U.S. Educational and Workforce Domain," Sustainability, MDPI, vol. 15(7), pages 1-18, March.

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