Exploring the elements of strengthening online higher education in disaster risk reduction: a perspective of sustained strategy in post COVID-19
International Journal of Disaster Resilience in the Built Environment
ISSN: 1759-5908
Article publication date: 27 September 2023
Abstract
Purpose
The COVID-19 pandemic has compelled higher educational institutions to implement alternative educational strategies that rely heavily on internet accessibility and utilisation to monitor and evaluate students. This study aims to find certain indicators for planning and designing future courses of inclusive online education in the domain of disaster risk reduction (DRR).
Design/methodology/approach
The study reviews and analyses online teaching and learning experiences of DRR courses. It uses online surveys and interviews to derive the perspectives of selected students and educators in universities in Asia and the Pacific region.
Findings
Active engagement is considered to be achieved when students are active in chat boxes, through presentations, through assignments and when the video cameras of students are turned on. On the contrary, students perceive active engagement differently because they face emotional disturbances and health issues due to prolonged screen/digital device use, have inadequate information and communications technology infrastructure or have digital literacy deficiencies among others. The study finds that online courses have many sets of strengths, weaknesses, opportunities and threats, when they are balanced, they can improve DRR courses in the future.
Research limitations/implications
The study is based on the outcome of interviews with 10 experienced educators in DRR courses as well as students from different schools taking courses in DRR education. However, the students are not necessarily taking the courses of the educators interviewed due to the inability of some educators to avail themselves and the challenge of contacting the students. This notwithstanding, the results of this study give a general overview of the situation to be considered in the planning and design of online and distance education.
Social implications
The results do not reflect the reaction of students and tutors of the same course. Future studies of collecting and analyzing the responses from the students and the educators with the same course could provide tailored solutions.
Originality/value
This study attempts to find solutions to bridging two different perspectives on teaching and learning. The results would be important to strengthening and designing future online courses.
Keywords
Acknowledgements
The authors would like to express their sincerest gratitude to the educators who cooperated to give their inputs to this study. Special thanks to the project leaders Professor Dilanthi Amaratunga and Professor Richard Haigh of University of Huddersfield University, UK, and all the partner institutions.
Funding: This project is co-funded by the Erasmus + Programme of the European Union, titled “INCLUDE (INCLUsive Disaster Education)” (Project Number: 2020–1-UK01-KA226-HE-094662).
Conflict of interest: The authors declare no conflict of interest.
Citation
Kawane, T., Adu-Gyamfi, B. and Shaw, R. (2023), "Exploring the elements of strengthening online higher education in disaster risk reduction: a perspective of sustained strategy in post COVID-19", International Journal of Disaster Resilience in the Built Environment, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJDRBE-12-2022-0125
Publisher
:Emerald Publishing Limited
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