The COVID-19 pandemic has significantly disrupted higher education worldwide. In this regard, multiple issues have emerged that affect the stakeholders, including school administrators, staff, faculties, students, and their parents. Facing tremendous changes, it is imperative to ensure that the quality and equality of education remain unaffected, to create an effective and supportive educational environment. This study reports the experience of a small private university in Japan. During the spring semester of 2020, the school employed three modes of instruction, namely home assignments, online classes, and face-to-face. These modes were adopted in response to the threat posed by COVID-19 and is a departure from solely face-to-face instruction practiced earlier. Descriptions of each type of instruction, including its aims and planning, implementation, and evaluation phases are presented. The survey was conducted on 200 students to reveal their perceptions, experiences, and difficulties during the semester. The survey data were entered in SPSS for descriptive approaches as well as correlational analysis. The ultimate goal of this study is to identify the major challenges faced by universities and to propose possible solutions through information sharing. Amidst the uncertainty over when the pandemic would end, there is an increasing necessity for the reconceptualization of higher education. Furthermore, it is crucial to build a sustainable education model for the future with the innovation and cooperation of the stakeholders. It is hoped that this study will aid in developing a better understanding of the current situation and lead to the formulation of constructive measures.
Minako Inoue, Health Science University, Japan
Stream: Higher education
This paper is part of the IICEHawaii2021 Conference Proceedings (View)
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