A look at the Corona virus and the evolution of university education in the world: Challenges and perspectives

Document Type : Research Article

Authors

1 Institute of Biochemistry and Biophysics, University of Tehran, Tehran, Iran

2 Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

Abstract

The spread of the corona virus is one of the most important challenges in the world today, and the epidemic of this virus has affected all sections of society, including universities. As with any challenge, the coronavirus epidemic has posed many threats and opportunities for universities and the academic community. This crisis has led the scientific community to gain valuable experience in electeronic learning and be ready to enter a new era of teaching in new ways, including learning in three-dimensional spaces. Culture and art are also linked to education, and this can be the beginning of a move towards global integration in the education process. In recent months, many conferences have also been held virtually, which have been widely welcomed. Global policies have also taken measures to increase the budget for applied sciences so that, the National Science Foundation's budget is shifting from $ 8 billion a year to $ 40 billion. On the other hand, the Covid-19 epidemic has attracted the attention of researchers in various fields and it has changed the direction of world-wide research towards the basic sciences and finding solutions to treat this virus. This will pose a budget problem for some other research areas. Many universities around the world have also faced a number of problems due to the cyberspace approach, including declining enrollment of international students and lack of funding, and this has threatened the lives of some universities. Now, more than eight months after the onset of the coronavirus epidemic, universities around the world have made valuable arrangements to maintain and enhance their educational goals and to adapt more and more to this global crisis. Given the above, in this article we look at these valuable approaches globally. It is hoped that by taking advantage of scientific participation and transferring useful experiences at the global level, we can turn this threat into an opportunity to improve and enhance the level of science and awareness in the country.

Keywords

References

[1]. ‌بازرگان، کاوه (1391). جایگاه تعامل انسان و رایانهِ (HCI) در سیستم‌های یادگیری الکترونیکی مبتنی بر منابع آموزشی باز و آزاد. سخنرانی علمی (پژوهشگاه علوم و فناوری اطلاعات)- از مجموعه سخنرانی‌های انجمن یادگیری الکترونیکی ایران... بارگیری‌شده در تاریخ 25/12/1398 از سایت Irandoc.ac.ir/events/1018
[2]. بازرگان، عباس و بازرگان، کاوه (1399). "پند آزادوار کرونا " به آموزش عالی برای استفاده از فناوری دیجیتال: ضرورت برنامه‌ریزی برای تحول دانشگاه‌ها در پساکرونا. در حسین میرزایی (به کوشش). جستارهایی در آموزش عالی، علم و بحران کرونا در ایران. تهران: پژوهشکدۀ مطالعات فرهنگی و اجتماعی.
[3]. لازار، جاناتان، جینجوان هیدی‌فنگ؛ و هری هاکهایزر (2010). روش تحقیق در فناوری اطلاعات (با تأکید بر تعامل انسان و رایانه)، ترجمۀ کاوه بازرگان و عباس بازرگان. تهران: کندوکاو.
[4]. مشایخ، فریده (1394). پیشگفتار مترجم. در گوتیه، ک. و تاردیف، م. (2005). پداگوژی: علم و هنر یاددهی: یادگیری از دوران باستان تا به امروز (نظریه و کاربرد)، چ دوم، تهران سمت.
[5]. مقیمی ابراهیم (1394). دانش مخاطرات (برای زندگی بهتر)، تهران: انتشارات دانشگاه تهران.
[6]. مقیمی ابراهیم (1398). سازگاری جغرافیایی با ویروس کرونا کووید 19، خبرگزاری ایسنا، 23/12/1398
[7]. Adams, R. (2020) Soas survived the end of empire but can it recover this time.
[8]. Aoun, J.E. (2017). Robot Proof: Higher Education in the Age of Artificial Intelligence: Cambridge, MA. The MIT Press. (ISBN 9780262037280).
[9]. Baas, M.; Nijstad, B. & De Dreu, C. K. W. (2015) Editorial: The cognitive, emotional and neural correlates of creativity
[10]. Belanger, P.; (2016) Self-construction and social transformation: Lifelong Life-wide and Life-Deep Learning. Translation by UNESCO-UIL; Hamburg, Germany.
[11]. Bonifati, A.; Guerrini, G.; Lutz, C.; Martens, W. & Mazilu, L. (2020) Holding a Conference Online and Live due to Covid-19, A Report on EDBT.
[12]. Bothwell, E. (2020) Asia ‘may compete with UK’ on international students post-Covid.
[13]. Castle, S. (2020) Cambridge University Will Hold Its Lectures Online Next Year.
[14]. Ferguson, C.; van den Broek, E. L. & Oostendo, V. (2020) “On the role of interaction mode and story structure in virtual reality serious games”, J of Computers & Education”, 103671(143).
[15]. Grant, S.; & Huang, H. (2010) “The integration of an online 3D virtual learning environment into formal classroom-based undergraduate Chinese language and culture curriculum”, J of Technology and Chinese Language Teaching, 1(1), pp: 2-13.
[16]. Hartocollis, A.(2020) After Coronavirus, Colleges Worry: Will Students Come Back.
[17]. Hoffman, H. & Vu, D. (2011) “Virtual reality: teaching tool of the twenty-first century”, Academic medicine: J of the Association of American Medical Colleges, 72(12);1076-108.
[18]. Holford, M. & Morgan, R. (2020) 4 ways science should transform after COVID-19, The World Economic Forum.
[19]. Hubler, S. (2020) Fearing a Second Wave, Cal State WillKeep Classes Online in the Fall.
[20]. Kaber, M. (2019) Micro-campuses create affordable study abroad option.
[21]. Korbel, J. O. & Stegle, O. )2020( “Effects of the COVID-19 pandemic on life scientists”, J of Genome biolog.
[22]. Li, H.; Liu, Z.; & Ge, J. (2020) “Scientific research progress of COVID-19/ SARS-CoV-2 in the first five months”, J of Cell Mol Med.
[23]. London Economics’ analysis of HESA data (see HESA, 2020b).
[24]. Mervis, J. (2020) “Bill would supersize NSF’s budget—and role Legislation calls for $100 billion increase, new technology directorate, and new name”, J of Nature, 368(6498), pp:1045-10406.
[25]. Mitigating the impact of conference and travel cancellations on researchers’ futures (2020) J of elife.
[26]. Our creative diversity (1996) report of the World Commission on Culture and Development. World Commission on Culture and Development.
[27]. Reisoğlu, I.; Topu, B.; Yılmaz, R. & Yılmaz, T. K. (2017) “3D virtual learning environments in education: a meta-review”, J of Asia Pacific Education Review, 18(1), pp: 81-100.
[28]. ResiliArt – UNESCO and the International Confederation of Societies of Authors and Composers (ICSAC) on how culture and creativity increase resilience. https://en.unesco.org/news/resiliart-artists-and-creativity-beyond-crisis.
[29]. Science in the time of coronavirus.)2020(, J of Nat Methods.
[30]. See, B.; & Kokotsaki, D. (2016) “Impact of arts education on children’s learning and wider outcomes”, J of Review of Education, 4(3),pp: 234-62.
[31]. Sharp, L.; & Tiegs, A. (2018) “Impact of WOWW’s fine arts enriched education programming”, International J of Instruction, 11(2), pp: 25-40.
[32]. Shift eLearning (2020). 3 Types of Interactions you should be sustaining in e-Learning. Retrieved on 12.9.2020 from: https://www.shiftelearning.com/blog/bid/308389/3-types-of-interactions-you-should-be-sustaining-in-elearning.
[33]. The Creative Exchange - https://springboardexchange.org/ - A platform sharing artful ideas for stronger communities, and is the national programme of Springboard for the Arts.
[34]. The Heritage in a Box' toolkit is an innovative educational tool for teachers and learners in Mongolia in the Orkhon Valley Cultural Landscape World Heritage site. http://www.unescobkk.org/news/article/awareness-raising-for-mongolian-youth-through-world.
[35]. Topu, F. B.; & Goktas, Y. (2019) “The effects of guided-unguided learning in 3d virtual environment on students' engagement and achievement”, J of Computers in Human Behavior, 92, pp: 1-10.
[36]. UNESCO (2015) Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. https://bangkok.unesco.org/content/learning-intangible-heritage-sustainable-future-guidelines-educators-asia-pacific-region M.
[37]. UNESCO (2020). UNESCO Institute of Statistics Data-base. Retrieved on 27.3.20 fromen-unesco.org/themes/education-emergencies/coronavirus-schools-colours.
[38]. UNESCO’s Culture and Covid-19 website – UNESCO’s culture impact and response tracker.
[39]. Viglione, G. (2020) “How scientific conferences will survive the coronavirus shock”, J of Nature, 582, pp: 166-167.
[40]. Widener, A. (2020) Stranded by pandemic. American Chemical Society(CEN.ACS.ORG).
[41]. Widener, A. (2020) Trump throws science immigration into turmoil. CEN.ACS.ORG.
[42]. Witze, A.; Viglione, N.S. G. ; Callaway, E. ; Mallapaty, S.; Cyranoski, D.; Ledford, H.; & Gibney, E.(2020) Universities will never be the same after the coronavirus crisis. natureresearch,582.
[43]. https://en.unesco.org/news/exploring-world-heritage-home-unesc.
[44]. https://www.ox.ac.uk/coronavirus.
[45]. https://ethz.ch/services/en/news-and-events/coronavirus.html.
[46]. https://www.en.uni-muenchen.de/news/press-services/corona_information/index.html.
[47]. https://www.uva.nl/en/current/coronavirus/return-to-campus/return-to-campus.html?cb.
[48]. https://emergency.nus.edu.sg/.
[49]. https://tl.hku.hk/2020/05/teaching-arrangements-for-summer-semester-and-academic-year-2020-21/
[50]. https://thepienews.com/news/google-sets-out-to-disrupt-four-year-degrees/
 
Environmental Management Hazards
Volume 7, Issue 2
July 2020
Pages 197-223

Files

Share

How to cite

Statistics