Fri, Apr 19, 2024
[Archive]
Volume 3, Issue 2 (JUNE ISSUE 2022)
johepal 2022, 3(2): 144-164 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Zarrati Z, Ermetova J, Azadovna S R. (2022). COVID-19 and Higher Education in Uzbekistan: Lessons from Two Universities. johepal. 3(2), 144-164. doi:10.52547/johepal.3.2.144
URL: http://johepal.com/article-1-220-en.html
URL: http://johepal.com/article-1-220-en.html
Abstract: (1574 Views)
COVID-19 led to a global movement as higher education policy-makers and leaders are disseminating their experiences during the 2020-2022 pandemic era under the heading of “Lessons Learned from COVID-19”. The available research, policy-briefs, interviews, books, conferences, and webinars might include innovative titles and themes; however, the mainstream of all works specially by late 2021 and during 2022 is on the lessons learned from COVID-19. The present research with its qualitative research design aims to portray the experience of academic staff and students from two universities in Uzbekistan: Urgench State University (UrSU) and Tashkent State University of Economics (TSUE). A total number of 414 responses (academic staff 64 and students 350) were received through Google Forms. Data analysis was administered through Strauss and Corbin’s (1998) Constant Comparative method of data analysis with peer reviewing to ensure the credibility of the emerged themes. Educational Weaknesses and Strengths, as well as Psychological Problems: Study at Home and Depression were the two main emerged themes. Leadership advice is also presented by members of both universities to help Higher Education (HE) policy-makers and leaders in Uzbekistan improve the quality of education at their universities and colleges.
Keywords: Higher Education in Uzbekistan, COVID-19, Academic Staff and Pandemic, University Students and Learning in Pandemic
Type of Study: Research |
Subject:
Special
Received: 2022/03/2 | Accepted: 2022/06/14 | Published: 2022/06/30
Received: 2022/03/2 | Accepted: 2022/06/14 | Published: 2022/06/30
References
1. Agasisti, T., & Soncin, M. (2021). Higher education in troubled times: On the impact of Covid-19 in Italy. Studies in Higher Education, 46(1), 86-95. [DOI]
2. Almazova, N., Krylova, E., Rubtsova, A., & Odinokaya, M. (2020). Challenges and opportunities for Russian higher education amid COVID-19: Teachers’ perspective. Education Sciences, 10(12),368. [DOI]
3. Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. [DOI]
4. Ary, D., Jacobs, L. C., Sorenson, C., & Walker, D. A. (2014). Introduction to research education (9th Ed.). Wadswort.
5. Burki, T. K. (2020). COVID-19: Consequences for higher education. The Lancet Oncology, 21(6), p758. [DOI]
6. Crawford, J., & Cifuentes-Faura, J. (2022). Sustainability in higher education during the COVID-19 pandemic: A systematic review. Sustainability, 14(3), 1879. [DOI]
7. de Boer, H. (2021). COVID-19 in Dutch higher education. Studies in Higher Education, 46(1), 96-106. [DOI]
8. Egielewa, P., Idogho, P. O., Iyalomhe, F. O., & Cirella, G. T. (2022). COVID-19 and digitized education: Analysis of online learning in Nigerian higher education. E-Learning and Digital Media, 19(1), 19-35. [DOI]
9. Eringfeld, S. (2021). Higher education and its post-coronial future: Utopian hopes and dystopian fears at Cambridge University during Covid-19. Studies in Higher Education, 46(1), 146-157. [DOI]
10. Flores, M. A., Barros, A., Simão, A. M. V., Pereira, D., Flores, P., Fernandes, E., Costa, L., & Costa Ferreira, P. (2022). Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: Personal and contextual factors. Higher Education, 83(6), 1389-1408. [DOI]
11. Gautam, D. K., & Gautam, P. K. (2021). Transition to online higher education during COVID-19 pandemic: Turmoil and way forward to developing country of South Asia-Nepal. Journal of Research in Innovative Teaching & Learning, 14(1), 93-111. [DOI]
12. Gonzalez, T., de la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats. L., Fort, S., & Sacha, G. M. (2020). Influence of COVID-19 confinement on students’ performance in higher education. PLOS ONE 15(10): e0239490. [DOI]
13. Gurukkal, R. (2020). Will COVID 19 turn higher education into another mode? Higher Education for the Future, 7(2), 89-96. [DOI]
14. Hadjisolomou, A., Mitsakis, F., & Gary, S. (2022). Too scared to go sick: Precarious academic work and ‘presenteeism culture’ in the UK higher education sector during the Covid-19 pandemic. Work, Employment and Society, 36(3), 569-579. [DOI]
15. Hassani, V. (2021). The impacts of COVID-19 pandemic on English language teacher education in Iran: Challenges and opportunities. Journal of Teaching Language Skills (JTLS), 40(3), 83-116. [DOI]
16. Holzer, J., Lüftenegger, M., Korlat, S., Pelikan, E., Salmela-Aro, K., Spiel, C., & Schober, B. (2021). Higher education in times of COVID-19: University students’ basic need satisfaction, self-regulated learning, and well-being. AERA Open. [DOI]
17. Iglesias-Pradas, S., Hernández-García, Á, Chaparro-Peláez, J., Luis Prieto, J. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Computers in Human Behavior, 119, 106713. [DOI]
18. Jiang, H., Islam, A. Y. M. A., Gu, X., & Spector, J. M. (2021). Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between Eastern and Western Chinese universities. Education and Information Technologies, 26(6), 6747-6769. [DOI]
19. Jung, J., Horta, H., & Postiglione, G. A. (2021). Living in uncertainty: The COVID-19 pandemic and higher education in Hong Kong. Studies in Higher Education, 46(1), 107-120. [DOI]
20. Kazemian, S., & Grant, S. B. (2022). The impact of the COVID-19 pandemic on knowledge sharing in UK higher education. VINE Journal of Information and Knowledge Management Systems. [DOI]
21. Khaydarova, U. (2020). The use of interactive technologies and methods in online practical lessons in Uzbekistan during Covid-19 pandemic. European Journal of Molecular & Clinical Medicine, 7(3), 3941-3947.
22. Mahmood, S. (2021). Instructional strategies for online teaching in COVID-19 pandemic. Human Behavior and Emerging Technologies, 3(1), 199-203. [DOI]
23. Marinoni, G., van’t Land, H., & Jensen, T. (2020). The impact of COVID-19 on higher education around the world: IAU global survey report. International Association of Universities (IAU). [Article]
24. Mirzaeian, V., Talebi, S. H., & Amjadi, A. (2021). Evaluating university instructors' attitude and challenges towards online English language teaching before and after Corona crisis. Journal of Foreign Language Research, 11(3), 473-490. [DOI]
25. Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. [DOI]
26. Montenegro-Rueda, M., Luque-de la Rosa, A., Sarasola Sánchez-Serrano, J. L., & Fernández-Cerero, J. (2021). Assessment in higher education during the COVID-19 pandemic: A systematic review. Sustainability, 13(19), 10509. [DOI]
27. Moussa, N. M., & Ali, W. F. (2022). Exploring the relationship between students’ academic success and happiness levels in the higher education settings during the lockdown period of COVID-19. Psychological Reports, 125(2), 986-1010. [DOI]
28. Nandy, M., Lodh, S., & Tang, A. (2021). Lessons from Covid-19 and a resilience model for higher education. Industry and Higher Education, 35(1), 3-9. [DOI]
29. Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2021). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141-156. [DOI]
30. Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2021). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141-156. [DOI]
31. Noori, A. Q. (2021). The impact of COVID-19 pandemic on students’ learning in higher education in Afghanistan. Heliyon, 7(10), e08113. [DOI]
32. Oliveira, G., Grenha Teixeira, J., Torres, A., & Morais, C. (2021). An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID-19 pandemic. British Journal of Educational Technology, 52(4), 1357-1376. [DOI]
33. Pham, H. H., & Ho, T. T. H. (2020). Toward a ‘new normal’ with e-learning in Vietnamese higher education during the post COVID-19 pandemic. Higher Education Research & Development, 39(7), 1327-1331. [DOI]
34. Rakhimov, O., Ehsev, S., Latipov, S., & Rakhimov, J. (2022). Positive and negative aspects of digitalization of higher education in Uzbekistan. AIP Conference Proceedings, 2432(1). [DOI]
35. Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19 Pandemic on Higher Education and Research. Indian Journal of Human Development, 14(2), 340-343. [DOI]
36. Salas-Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: A systematic review. British Journal of Educational Technology, 53(3), 593-619. [DOI]
37. Shahzad, A., Hassan, R., Aremu, A. Y., Hussain, A., & Lodhi, R. N. (2021). Effects of COVID-19 in e-learning on higher education institution students: The group comparison between male and female. Quality & Quantity, 55(3), 805-826. [DOI]
38. Stevanović, A., Božić, R., & Radović, S. (2021). Higher education students' experiences and opinion about distance learning during the Covid-19 pandemic. Journal of Computer Assisted Learning, 37(6), 1682-1693. [DOI]
39. St-Onge, C., Ouellet, K., Lakhal, S., Dubé, T., & Marceau, M. (2022). COVID-19 as the tipping point for integrating e-assessment in higher education practices. British Journal of Educational Technology, 53(2), 349-366. [DOI]
40. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage.
41. Tohidian, I. (2022). Thrive beyond the schools: Three real-life skills to succeed in the society. School Rubric. [Article]
42. Tohidian, I., Abbaspour, A., Khorsandi Taskoh, A. (2022). Has COVID-19 nullified agreements on global collaboration? University World News. [Article]
43. Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4), em0063. [DOI]
44. Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to E-Learning during the COVID-19 pandemic: How have higher education institutions responded to the challenge?. Education and Information Technologies, 26, 6401-6419. [DOI]
45. Yau, A. H. Y., Yeung, M. W. L., & Lee, C. Y. P. (2022). A co-orientation analysis of teachers’ and students’ perceptions of online teaching and learning in Hong Kong higher education during the COVID-19 pandemic. Studies in Educational Evaluation, 72, 101128. [DOI]
46. Zawacki-Richter, O. (2021). The current state and impact of Covid-19 on digital higher education in Germany. Human Behavior and Emerging Technologies, 3(1), 218-226. [DOI]
47. Zhang, L., Carter Jr., R. A., Qian, X., Yang, S., Rujimora, J., & Wen, S. (2022). Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID-19. British Journal of Educational Technology, 53(3), 620-646. [DOI]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
