Online instructional modalities and pragmatic business education: evidence from transition to eLearning during COVID-19 crisis
by Audil Rashid Khaki; Nasser Elkanj; Maia Chiabrishvili; Ana Tvaliashvili
International Journal of Innovation in Education (IJIIE), Vol. 7, No. 3/4, 2022

Abstract: The response to the emerging challenges posed by stringency and social distancing regulations resulted in the evolutionary shift in the pedagogical landscape. The development and implementation of an alternative education strategy became inevitable to allow for the continuity of instruction and therefore, the sustainability of educational outcomes. This research aims to explore the potential post-crisis developments in the education systems with the relevant antecedents, processes, and outcomes. The findings of this research are developed from the survey conducted in the universities in Georgia. Results are based on the qualitative and quantitative analysis of the reflection/perception of instructors in the business disciplines to the pragmatic approach to teaching, to the success/failure, or administrative eagerness and preparedness to respond to the crises, and the evaluation of the student outcomes. The results suggest that the transition to online education has encouraged a comeback to pragmatic approach in business education.

Online publication date: Fri, 09-Sep-2022

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