Abstract
Due to its ravaging impacts, the World Health Organization (WHO) declared COVID-19 as a global pandemic on 11 March 2020. Higher education institutions were not spared, as the pandemic and associated lockdown measures disrupted traditional knowledge transmission, leading to the quick adoption of online learning to protect students and ensure the continuity of education. The disruption proved challenging to higher education institutions, forcing instructors and students to quickly adapt to online education and its challenges during lockdown and isolation. However, and despite the challenges of online education, early evidence suggests that hybrid and blended modes of education will become the post-COVID-19 new normal for higher education. This chapter provides insight into some critical impacts and inherent opportunities in the disruption caused by COVID-19 in the higher education sector. Higher education institutions can capitalize on digitalization to enhance the students’ access to education, provide flexibility, and transform higher education in a technologically advanced, competitive, and unpredictable global environment.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Atalan A (2020) Is the lockdown important to prevent the COVID-19 pandemic? Effects on psychology, environment and economy-perspective. Ann Med Surg 56:3–42. https://doi.org/10.1016/j.amsu.2020.06.010
Salmi J (2020) COVID’s lessons for global higher education: coping with the present while building a more equitable future. Lumina Foundation. https://www.luminafoundation.org/wp-content/uploads/2020/11/covids-lessons-for-global-higher-education.pdf
Sibley CG, Greaves LM, Satherley N, Wilson MS, Overall NC, Lee CHJ, Milojev P, Bulbulia J, Osborne D, Milfont TL, Houkamau CA, Duck IM, Vickers-Jones R, Barlow FK (2020) Effects of the COVID-19 pandemic and nationwide lockdown on trust, attitudes toward government, and well-being. Am Psychol 75(5):618–630. https://doi.org/10.1037/amp0000662
Ritchie H, Mathieu E, Rodés-Guirao L, Appel C, Giattino C, Ortiz-Ospina E, Hasell J, Macdonald B, Dattani S, Roser M. Coronavirus pandemic (COVID-19). https://ourworldindata.org/coronavirus. Accessed 12 Jan 2022
QS (2020) The impact of the Coronavirus on global higher education. https://www.qs.com/portfolio-items/the-impact-of-the-coronavirus-on-global-higher-education/
International Association of Universities (2020) Regional/national perspectives on the impact of COVID-19 on higher education. https://iau-aiu.net/IMG/pdf/iau_covid-19_regional_perspectives_on_the_impact_of_covid-19_on_he_july_2020_.pdf
Al Lily AE, Ismail AF, Abunasser FM, Alhajhoj Alqahtani RH (2020) Distance education as a response to pandemics: Coronavirus and Arab culture. Technol Soc 63. https://doi.org/10.1016/j.techsoc.2020.101317
United Nations (2020) Policy brief: education during COVID-19 and beyond. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
Castaño M, Noeller C, Sharma R (2021) Implementing remotely proctored testing in nursing education. Teach Learn Nursing 16(2):156–161. https://doi.org/10.1016/j.teln.2020.10.008
Prater MR (2020) Teaching millennials and generation Z: new opportunities in undergraduate medical education. In: Handbook of research on the efficacy of training programs and systems in medical education, pp 72–91. https://doi.org/10.4018/978-1-7998-1468-9.ch004
Rasheed RA, Kamsin A, Abdullah NA (2020) Challenges in the online component of blended learning: a systematic review. Comput Edu 144(March 2019):103701. https://doi.org/10.1016/j.compedu.2019.103701
Holden OL, Norris ME, Kuhlmeier VA (2021) Academic integrity in online assessment: a research review. Front Edu 6:1–13. https://doi.org/10.3389/feduc.2021.639814
Khan A, Egbue O, Palkie B, Madden J (2017) Active learning: engaging students to maximize learning in an online course. Electron J e-Learning 15(2):107–115. https://www.researchgate.net/publication/317214355
Angelino L, Williams FK, Natvig D (2007) Strategies to engage online students and reduce attrition rates. J Edu Online 4(2):1–14. https://www.thejeo.com/archive/2007_4_2/angelino_williams_natvig
Chakraborty P, Mittal P, Gupta MS, Yadav S, Arora A (2021) Opinion of students on online education during the COVID-19 pandemic. Hum Behav Emerg Technol 3(3):357–365. https://doi.org/10.1002/hbe2.240
Lockee BB (2021) Online education in the post-COVID era. Nat Electron 4(1):5–6. https://doi.org/10.1038/s41928-020-00534-0
Paudel P (2021) Online education: benefits, challenges and strategies during and after COVID-19 in higher education. Int J Stud Edu 3(2):70–85. https://doi.org/10.46328/ijonse.32
Sobaih AEE, Hasanein AM, Elnasr AEA (2020) Responses to COVID-19 in higher education: social media usage for sustaining formal academic communication in developing countries. Sustainability 12(16):1–18. https://doi.org/10.3390/su12166520
Koçak O, Koçak OE, Younis MZ (2021) The psychological consequences of COVID-19 fear and the moderator effects of individuals’ underlying illness and witnessing infected friends and family. Int J Environ Res Public Health 18(4):1–15. https://doi.org/10.3390/ijerph18041836
Jassim G, Jameel M, Brennan E, Yusuf M, Hasan N, Alwatani Y (2021) Psychological impact of COVID-19, isolation, and quarantine: a cross-sectional study. Neuropsychiatr Dis Treat 17:1413–1421. https://doi.org/10.2147/NDT.S311018
Mcmillan W (2013) Transition to university: the role played by emotion. Eur J Dent Educ 17(3):169–176. https://doi.org/10.1111/eje.12026
Palmer M, O’Kane P, Owens M (2009) Betwixt spaces: student accounts of turning point experiences in the first-year transition. Stud High Educ 34(1):37–54. https://doi.org/10.1080/03075070802601929
Clark MR (2005) Negotiating the freshman year: challenges and strategies among first-year college students. J Coll Stud Dev 46(3):296–316. https://doi.org/10.1353/csd.2005.0022
Akçayır G, Akçayır M (2018) The flipped classroom: a review of its advantages and challenges. Comput Educ 126:334–345. https://doi.org/10.1016/j.compedu.2018.07.021
American Geosciences Institute (2020) COVID-19 impacts to research activities in spring 2020. Geoscience Currents. https://www.americangeosciences.org/geoscience-currents/covid-19-impacts-research-activities-spring-2020
Vitae (2020) The impact of the COVID-19 pandemic on researchers in universities and research institutes. Department for Business, Energy & Industrial Strategy. https://www.vitae.ac.uk/impact-and-evaluation/covid-19-impact-on-researchers
Evens RG (2020) The impact of a pandemic on professional meetings. Radiol Imag Cancer 2(3):e204012. https://doi.org/10.1148/rycan.2020204012
Bower JL, Christensen CM (1995) Disruptive technologies: catching the wave. Harvard Bus Rev. https://hbr.org/1995/01/disruptive-technologies-catching-the-wave
Impey C, Formanek M, Buxner S, Wenger M (2021) Science knowledge and attitudes of lifelong learners in an astronomy massive open online course. Int J Sci Edu Part B: Commun Public Engage 11(2):110-126. https://doi.org/10.1080/21548455.2021.1903114
OECD (2020) Education and COVID-19: focusing on the long-term impact of school closures. https://www.oecd.org/coronavirus/policy-responses/education-and-covid-19-focusing-on-the-long-term-impact-of-school-closures-2cea926e/
Costa RD, Souza GF, Valentim RAM, Castro TB (2020) The theory of learning styles applied to distance learning. Cognit Syst Res 64:134-145. https://doi.org/10.1016/j.cogsys.2020.08.004
Tuttle KR (2020) Impact of the COVID-19 pandemic on clinical research. Nat Rev Nephrol 16(10):562–564. https://doi.org/10.1038/s41581-020-00336-9
Mystakidis S, Berki E, Valtanen JP (2021) Deep and meaningful e-learning with social virtual reality environments in higher education: a systematic literature review. Appl Sci 11(5):2412. https://doi.org/10.3390/app11052412
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Shanableh, A., Aderibigbe, S., Omar, M., Shabib, A. (2022). Opportunities in Disruption: Higher Education in the Post COVID-19 Era. In: Badran, A., Baydoun, E., Mesmar, J. (eds) Higher Education in the Arab World. Springer, Cham. https://doi.org/10.1007/978-3-031-07539-1_12
Download citation
DOI: https://doi.org/10.1007/978-3-031-07539-1_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-07538-4
Online ISBN: 978-3-031-07539-1
eBook Packages: EducationEducation (R0)