Impact of Pandemic COVID-19 on Higher Education in Iraq
DOI:
https://doi.org/10.23918/ijsses.v9i1p78Keywords:
Challenges, Benefits, Downsides of Online Learning, Higher Education, (Covid -19)Abstract
During the covid-19 outbreak in Iraq, the higher education sector faced many obstacles, and this research examined how remote learning and other relevant technologies, platforms, and other internet ramifications helped to keep this vital sector going during the new standard era. Students and lecturers will also be given a look at ways to overcome the drawbacks of using these technologies in this paper. The Corona pandemic (COVID-19) had a significant impact on Iraqi education, which was transformed through the implementation of e-learning in an effort to reduce the risk of the coronavirus infecting students. Remote learning and its associated technologies, platforms, and other online consequences helped sustain Iraq’s vital higher education industry during the covid-19 pandemic while also providing insight into the issues encountered by the sector during the new normal era. This paper will also address the difficulties, benefits, and drawbacks of educators and students using these technologies, as well as possible solutions.
References
Al-Abdali, A. (2016). The Role of Online Internet-Cam Chat in Providing EFL Freshmen with Opportunities to Interact with the Target Language Community as an Authentic Environment to Develop Communicative Language Skills. British Journal of English Linguistics, 4(4), pp.46-59
Ali, M. I., & Ghazi, A. B. (2019). The Effect of Using Google classroom on the Achievement of Computer Department Students in Image Processing Subject and their Attitudes Toward e-Learning. International Journal of Research in Educational Sciences, 2(2), 123-170.
Ameen, N., & Willis, R. (2017). The use of e-learning of students in Iraqi universities: potential and challenges.
Ameen, N., Willis, R., Abdullah, M. N., & Shah, M. (2019). Towards the successful integration of e‐learning systems in higher education in Iraq: A student perspective. British Journal of Educational Technology, 50(3), 1434-1446.
Azimi, H. M. (2013). Readiness for implementation of e-learning in colleges of education. Journal of Novel Applied Sciences, 2(12), 769-775.
Barzani, S. H. H. (2021). Students’ perceptions towards online education during COVID-19 pandemic: An empirical study. International Journal of Social Sciences & Educational Studies, 8(2), 28-38.
Budur, T., Demir, A., & Cura, F. (2021). University Readiness to Online Education during Covid-19 Pandemic. International Journal of Social Sciences and Educational Studies, 8(1), 180-200.
Budur, T., Rashid, C. A., & Poturak, M. (2018). Students perceptions on university selection, decision making process: A case study in Kurdistan Region of Iraq. International Journal of Social Sciences & Educational Studies, 5(1), 133–144.
Buheji, M., & Buheji, A. (2020a). Planning competency in the new Normal–employability competency in post-COVID-19 pandemic. International Journal of Human Resource Studies, 10(2), 237-251.
Buheji, M., & Buheji, A. (2020b). Characteristics of ‘problem-based learning ‘in post-COVID-19 workplace. Human Resource Management Research, 10(2), 33-39.
Celik, B. (2019). A comparison of form-focused and meaning-focused instruction types: A study on Ishik University students in Erbil, Iraq. International Journal of English Linguistics, 9(1), 201-228
Chakraborty, I., & Maity, P. (2020). COVID-19 outbreak: Migration, effects on society, global environment and prevention. Science of the Total Environment, 728, 138882.
Chen, X., Zou, D., & Xie, H. (2020). Fifty years of British Journal of Educational Technology: A topic modeling based bibliometric perspective. British Journal of Educational Technology, 51(3), 692-708.
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054-1064.
Cojocariu, V. M., Lazar, I., Nedeff, V., & Lazar, G. (2014). SWOT anlysis of e-learning educational services from the perspective of their beneficiaries. Procedia-Social and Behavioral Sciences, 116, 1999-2003.
Cutri, R. M., & Mena, J. (2020). A critical reconceptualization of faculty readiness for online teaching. Distance Education, 41(3), 361-380.
Darabi, A. A., Sikorski, E. G., & Harvey, R. B. (2006). Validated competencies for distance teaching. Distance Education, 27(1), 105-122.
Dash, S. (2019). Google classroom as a learning management system to teach biochemistry in a medical school. Biochemistry and Molecular Biology Education, 47(4), 404-407.
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
Ghareb, M. I., & Mohammed, S. A. (2017). The future of technology-based classroom. UHD Journal of Science and Technology, 1(1), 27-32.
Holt, D. T., & Vardaman, J. M. (2013). Toward a comprehensive understanding of readiness for change: The case for an expanded conceptualization. Journal of change management, 13(1), 9-18.
Keshavarz, M. H. (2020). A Proposed Model for Post-Pandemic Higher Education. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(3), 1384-1391.
Khamparia, A., & Pandey, B. (2020). Association of learning styles with different e-learning problems: A systematic review and classification. Education and Information Technologies, 25(2), 1303-1331.Learning Center MoO, (2020) available at: www.elearningmoo.com/
Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of Online Learning and Teaching, 8(1).
Lokuge, S., Sedera, D., Grover, V., & Dongming, X. (2019). Organizational readiness for digital innovation: Development and empirical calibration of a construct. Information & Management, 56(3), 445-461.
Mahajan, M. V., & Kalpana, R. (2020). A study of students’ perception about e-learning. Indian Journal of Clinical Anatomy and Physiology, 5(4), 501-507.
Mahmod, M. A., Ali, A. B. M., Shah, A., & Seman, M. S. A. (2017, November). E-learning in Iraqi universities: A review. In 2017 International Conference on Computing, Engineering, and Design (ICCED) (pp. 1-4). IEEE.
Martin, F., Budhrani, K., & Wang, C. (2019). Examining Faculty Perception of Their Readiness to Teach Online. Online Learning, 23(3), 97-119.
McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distributed Learning, 10(3).
Mpaata, A. K. (2017). Youth personality development and the ultimate character: The neglected role of educators. International Journal of Youth Economy, 1(1), 105-118.
Murphy, M. P. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505.
Park, S. Y. (2009). An analysis of the technology acceptance model in understanding university students’ behavioral intention to use e-learning. Journal of Educational Technology & Society, 12(3), 150-162.
Paules, C. I., Marston, H. D., & Fauci, A. S. (2020). Coronavirus infections—more than just the common cold. Jama, 323(8), 707-708.
Peters, M. A., Wang, H., Ogunniran, M. O., Huang, Y., Green, B., Chunga, J. O., & Hayes, S. (2020). China’s internationalized higher education during COVID-19: Collective student autoethnography. Postdigital Science and Education.
Rashid, C. A., Salih, H. A., & Budur, T. (2020). The Role of Online Teaching Tools on the Perception of the Students during the Lockdown of Covid-19. International Journal of Social Sciences & Educational Studies, 7(3), 178–190.
Sabr, D. S., & Neamah, A. F. (2017, September). Notice of Violation of IEEE Publication Principles: Challenges and Opportunities of E-Learning in Iraq. In 2017 International Conference on Computer and Applications (ICCA) (pp. 259-265). IEEE.
Serin H., & Khabibullin A. (2019). Flipped classrooms in teaching method courses at universities. International Journal of Academic Research in Business and Social Sciences, 9(1): 573-585. https://dx.doi.org/10.6007/IJARBSS/v9-i1/5459
Serin, H. (2015). The Role of technology in whole-class teaching. International Journal of Social Sciences & Educational Studies, 2(1), 25-27.
Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59-70.
Tawafak, R. M., Romli, A. B., bin Abdullah Arshah, R., & Malik, S. I. (2020). Framework design of university communication model (UCOM) to enhance continuous intentions in teaching and e-learning process. Education and Information Technologies, 25(2), 817-843.
Wang, R., & Liu, C. (2019). The relation of dental students’ learning styles to their satisfaction with traditional and inverted classroom models. BMC Medical Education, 19(1), 1-8.
Wang, Y. S., Wang, H. Y., & Shee, D. Y. (2007). Measuring e-learning systems success in an organizational context: Scale development and validation. Computers in Human Behavior, 23(4), 1792-1808.
World Health Organization, (2020). https://who.int/dg/speeches/detail/ who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-1 9%2D%2D-11-march-2020
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational Studies
International Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)
