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Comparative Studies on Inclusive Digital Teaching in Higher Education in Light of COVID-19
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Author(s): Andreas Ahrens (Hochschule Wismar, Germany), Parulkumari P. Bhati (Nirma University, India), Alena Leshchenko (Kherson State Maritime Academy, Ukraine), Jeļena Zaščerinska (Centre for Education and Innovation Research, Latvia), Olga Gukovica (Centre for Education and Innovation Research, Latvia), Mihails Zascerinskis (Centre for Education and Innovation Research, Latvia)and Anastasija Aleksejeva (Centre for Education and Innovation Research, Latvia)
Copyright: 2021
Pages: 28
Source title:
Handbook of Research on Analyzing IT Opportunities for Inclusive Digital Learning
Source Author(s)/Editor(s): Patricia Ordóñez de Pablos (The University of Oviedo, Spain), Mohammad Nabil Almunawar (Universiti Brunei Darussalam, Brunei), Kwok Tai Chui (The Open University of Hong Kong, Hong Kong)and Maniam Kaliannan (Business School, Nottingham University, Malaysia)
DOI: 10.4018/978-1-7998-7184-2.ch002
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Abstract
The COVID-19 pandemic has disrupted the higher education sector, which is a critical determinant of a country's economic future. The aim is to compare the views of teachers and students on inclusive digital teaching in higher education during the COVID-19 pandemic. The meaning of “inclusive digital teaching” and “view” are studied. The empirical study was carried out in September-November 2020. Forty respondents from Germany, Latvia, India, Ukraine, and South Africa participated in the study. The data were collected via a semi-structural interview. The theoretical findings allow defining inclusive digital teaching and its criteria and indicators. The positive views on inclusive digital teaching in higher education during the COVID-19 pandemic were expressed by the university teachers. The students' views were more negative. The novel contribution of this chapter is the implications on inclusive digital teaching in higher education. Directions of further research are formulated.
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