Final published version, 4.33 MB, PDF document
Available under license: CC BY: Creative Commons Attribution 4.0 International License
Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Systematic Review and Annotated Bibliography on Teaching in Higher Education Academies (HEAs) via Group Learning to Adapt with COVID-19. / Amaechi, Chiemela Victor; Amaechi, Ebube Charles ; Onumonu, Ugo Pascal et al.
In: Education Sciences, Vol. 12, No. 10, 699, 12.10.2022.Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Systematic Review and Annotated Bibliography on Teaching in Higher Education Academies (HEAs) via Group Learning to Adapt with COVID-19
AU - Amaechi, Chiemela Victor
AU - Amaechi, Ebube Charles
AU - Onumonu, Ugo Pascal
AU - Kgosiemang, Irish Mpho
PY - 2022/10/12
Y1 - 2022/10/12
N2 - Student learning has been affected by the recent shift in education globally which has been attributed to adaptation to the recent COVID-19 pandemic. This study will look at these characteristics to better understand gender differences in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance on a worldwide scale. Due to the rapid COVID-19 pandemic, many educational institutions had to close, forcing many students to stay at home and enrol in online courses. Due to the practical laboratory sessions and workshops demanded by Science, Technology, Engineering, and Mathematics (STEM) modules and other related fields, education has faced difficulties during the COVID-19 pandemic. Understanding student involvement and its role in promoting a number of desirable outcomes, including academic outcomes like greater achievement, lower dropout rates, as well as various well-being and life outcomes, has therefore become increasingly important. This paper presents the scientometric review with an annotated bibliography on teaching styles through group learning in the higher education academies (HEAs) directed towards sustainable education. The current work also gives an annotated bibliography that seeks to compile and integrate the research on student participation, group learning, instructional strategies, equality, and diversity. Some evaluations and suggestions are also made in the study.
AB - Student learning has been affected by the recent shift in education globally which has been attributed to adaptation to the recent COVID-19 pandemic. This study will look at these characteristics to better understand gender differences in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance on a worldwide scale. Due to the rapid COVID-19 pandemic, many educational institutions had to close, forcing many students to stay at home and enrol in online courses. Due to the practical laboratory sessions and workshops demanded by Science, Technology, Engineering, and Mathematics (STEM) modules and other related fields, education has faced difficulties during the COVID-19 pandemic. Understanding student involvement and its role in promoting a number of desirable outcomes, including academic outcomes like greater achievement, lower dropout rates, as well as various well-being and life outcomes, has therefore become increasingly important. This paper presents the scientometric review with an annotated bibliography on teaching styles through group learning in the higher education academies (HEAs) directed towards sustainable education. The current work also gives an annotated bibliography that seeks to compile and integrate the research on student participation, group learning, instructional strategies, equality, and diversity. Some evaluations and suggestions are also made in the study.
KW - teaching
KW - higher education academy (HEA)
KW - learning
KW - COVID-19
KW - education
KW - diversity
KW - group learning
KW - sustainability
KW - systematic review
KW - annotated bibliography
KW - student engagement
U2 - 10.3390/educsci12100699
DO - 10.3390/educsci12100699
M3 - Journal article
VL - 12
JO - Educational Sciences
JF - Educational Sciences
SN - 2227-7102
IS - 10
M1 - 699
ER -