Systematic Review and Annotated Bibliography on Teaching in Higher Education Academies (HEAs) via Group Learning to Adapt with COVID-19

Amaechi, Chiemela Victor and Amaechi, Ebube Charles and Onumonu, Ugo Pascal and Kgosiemang, Irish Mpho (2022) Systematic Review and Annotated Bibliography on Teaching in Higher Education Academies (HEAs) via Group Learning to Adapt with COVID-19. Education Sciences, 12 (10): 699. ISSN 2227-7102

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Abstract

Student learning has been affected by the recent shift in education globally which has been attributed to adaptation to the recent COVID-19 pandemic. This study will look at these characteristics to better understand gender differences in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance on a worldwide scale. Due to the rapid COVID-19 pandemic, many educational institutions had to close, forcing many students to stay at home and enrol in online courses. Due to the practical laboratory sessions and workshops demanded by Science, Technology, Engineering, and Mathematics (STEM) modules and other related fields, education has faced difficulties during the COVID-19 pandemic. Understanding student involvement and its role in promoting a number of desirable outcomes, including academic outcomes like greater achievement, lower dropout rates, as well as various well-being and life outcomes, has therefore become increasingly important. This paper presents the scientometric review with an annotated bibliography on teaching styles through group learning in the higher education academies (HEAs) directed towards sustainable education. The current work also gives an annotated bibliography that seeks to compile and integrate the research on student participation, group learning, instructional strategies, equality, and diversity. Some evaluations and suggestions are also made in the study.