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Engagement and Efficiency of Remote Higher Education: An Economics Perspective

Engagement and Efficiency of Remote Higher Education: An Economics Perspective

Madhavi Venkatesan
Copyright: © 2021 |Pages: 14
ISBN13: 9781799867548|ISBN10: 1799867544|ISBN13 Softcover: 9781799867555|EISBN13: 9781799867562
DOI: 10.4018/978-1-7998-6754-8.ch005
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MLA

Venkatesan, Madhavi. "Engagement and Efficiency of Remote Higher Education: An Economics Perspective." Handbook of Research on Remote Work and Worker Well-Being in the Post-COVID-19 Era, edited by Daniel Wheatley, et al., IGI Global, 2021, pp. 67-80. https://doi.org/10.4018/978-1-7998-6754-8.ch005

APA

Venkatesan, M. (2021). Engagement and Efficiency of Remote Higher Education: An Economics Perspective. In D. Wheatley, I. Hardill, & S. Buglass (Eds.), Handbook of Research on Remote Work and Worker Well-Being in the Post-COVID-19 Era (pp. 67-80). IGI Global. https://doi.org/10.4018/978-1-7998-6754-8.ch005

Chicago

Venkatesan, Madhavi. "Engagement and Efficiency of Remote Higher Education: An Economics Perspective." In Handbook of Research on Remote Work and Worker Well-Being in the Post-COVID-19 Era, edited by Daniel Wheatley, Irene Hardill, and Sarah Buglass, 67-80. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6754-8.ch005

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Abstract

The suddenness of COVID-19 forced, literally overnight, a transformation in the higher education sector. Students and instructors were migrated to an online engagement and knowledge transfer process, which created unforeseen challenges to instruction and prompted the development of new delivery systems. Further, the transition merged private and academic life as home life converged with work and ultimately, albeit unintentionally, promoted a more human perspective through widespread use of video-based communication. This chapter will address how COVID-19 affected the teaching of Introductory Economics, highlighting a case study of a course offered at Northeastern University in Boston, Massachusetts. The discussion addresses both positive and negative outcomes related to instruction and the role that COVID-19 has potentially had on teaching beyond the pandemic.

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