Open AccessCOVID-19 implication on higher education: case study at Medgar Evers College - what we have learned and realized through abrupt online conversion
Author(s) -
David Ahn
Publication year - 2021
Publication title -
the business and management review
Language(s) - English
Resource type - Journals
eISSN - 2047-2862
pISSN - 2047-2854
DOI - 10.24052/bmr/v12nu01/art-02
Subject(s) - social distance , covid-19 , face (sociological concept) , pandemic , higher education , transition (genetics) , online teaching , distance education , public relations , psychology , sociology , political science , mathematics education , law , medicine , social science , biochemistry , chemistry , disease , pathology , infectious disease (medical specialty) , gene
The unprecedented COVID-19 global pandemic radically changed the way we do things. The face mask is now a must to put on, and you do not handshake anyone. We are not even allowed to go near any person within six feet to maintain social distancing. The sudden pandemic lockdown forced all face-to-face classes into online classes overnight. It added immense pressure and stress to both instructors and students that brought many negative consequences. The sustained disruption has challenged higher education institutions to maintain academic continuity and put them into a grave financial situation due to a substantial decline in cash flow. This paper presents a case study of the transition to online learning for the Computer Information Systems classes at Medgar Evers College during the COVID-19 pandemic lockdown. We present the method we used to maintain academic continuity, examine the challenges of abrupt online transition, and assess what we learned from its outcome. In conclusion, we discuss the threats and opportunities for higher education institutions in the post-pandemic, which might change the entire landscape of higher education.