Browsing by Author "Tick, Andrea"

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    Article comparing three countries’ higher education students’ cyber related perceptions and behaviours during COVID-19
    (MPDI, 2021) Tick, Andrea; Cranfield, Desireé J.; Renaud, Karen V.
    : In 2020, a global pandemic led to lockdowns, and subsequent social and business restrictions. These required overnight implementation of emergency measures to permit continued functioning of vital industries. Digital technologies and platforms made this switch feasible, but it also introduced several cyber related vulnerabilities, which students might not have known how to mitigate. For this study, the Global Cyber Security Index and the Cyber Risk literacy and education index were used to provide a cyber security context for each country. This research project—an international, cross-university, comparative, quantitative project—aimed to explore the risk attitudes and concerns, as well as protective behaviours adopted by, students at a South African, a Welsh and a Hungarian University, during the pandemic. This study’s findings align with the relative rankings of the Oliver Wyman Risk Literacy and Education Index for the countries in which the universities reside. This study revealed significant differences between the student behaviours of students within these universities.
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    Higher education students’ perceptions of online learning during COVID-19 a comparative study
    (MDPI Educ. Sci., 2021) Cranfield, Desireé J.; Tick, Andrea; Venter, Isabella M.
    The pandemic and subsequent ‘lockdowns’ dramatically changed the educational landscape of higher education institutions. Before-COVID-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services migrated to digital platforms, leading to a period of “emergency eLearning”. The full impact of this sudden shift to digital platforms on all cohorts of students is still unclear. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University’s country and the country’s lockdown logistics. This international, comparative, quantitative research project investigated and explored higher education students’ perceptions of emergency eLearning during the COVID-19 pandemic. Experiences of students at universities in three countries were evaluated in terms of four dimensions: (1) home learning environment, (2) engagement, (3) participation preference, and (4) impact on learning skills. The research revealed significant differences between the participating universities students’ experiences. The most important differences were in the ‘home learning environment’, followed by ‘engagement’ and the perception of ‘impact on learning skills’. The differences in the ‘home learning environment’ can be attributed to the differing economic and digital development of the surveyed countries: South Africa, Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable difference in student engagement, participation, and learning skills
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    Higher education students’ perceptions of online learning during Covid-19—A comparative study
    (MPDI, 2021) Cranfield, Desireé J.; Tick, Andrea; Venter, Isabella M.
    The pandemic and subsequent ‘lockdowns’ dramatically changed the educational landscape of higher education institutions. Before-COVID-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services migrated to digital platforms, leading to a period of “emergency eLearning”. The full impact of this sudden shift to digital platforms on all cohorts of students is still unclear. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University’s country and the country’s lockdown logistics. This international, comparative, quantitative research project investigated and explored higher education students’ perceptions of emergency eLearning during the COVID-19 pandemic. Experiences of students at universities in three countries were evaluated in terms of four dimensions: (1) home learning environment, (2) engagement, (3) participation preference, and (4) impact on learning skills. The research revealed significant differences between the participating universities students’ experiences. The most important differences were in the ‘home learning environment’, followed by ‘engagement’ and the perception of ‘impact on learning skills’.