scholarly journals When online learning is a must: a case study of emergency remote teaching in higher education

2021 ◽  
Author(s):  
Ingrid Noguera ◽  
Paloma Valdivia
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Digital Competence ◽  
Innovative Teaching ◽  
Health Crisis ◽  
Face To Face ◽  
Online Pedagogies ◽  
Faculty Of Education

The health crisis caused by COVID-19 has urged face-to-face universities to adapt to the distance-teaching mode. This research seeks to analyse teaching and learning strategies and experiences during the confinement period in the context of the Faculty of Education of the Universitat Autònoma de Barcelona (N=29 teachers, 227 students). The results reveal that design of the course has reproduced face-to-face practices tending towards content-based learning. Lecturers have experienced difficulties deriving from a lack of digital competence and literacy in online pedagogies and students with reference to the paradigm shift that affect their role and tasks. In conclusion, there are pedagogical and technological changes that are here to stay and that the future of higher education will be hybrid. Teachers are predisposed to continue learning about the use of digital technologies and innovative teaching methods while there is a need to incorporate such competences into educators’ educational programmes.

scholarly journals Digital Competence Improvement by Lithuanian School Teachers During Covid-19

2021 ◽  
pp. 213-222
Author(s):  
Estela Daukšienė ◽  
Elena Trepulė ◽  
Airina Volungevičienė
Keyword(s):  
Teaching And Learning ◽  
Paper Analysis ◽  
Competence Development ◽  
Distance Teaching ◽  
Digital Competence ◽  
School Teachers ◽  
Teaching Online ◽  
Face To Face ◽  
Digital Assessment ◽  
Main Challenge

Distance teaching and learning in Lithuanian schools during COVID-19 pandemic was a booster for teacher digital competence development. The paper analysis the experiences of Lithuanian school teachers to reveal the challenges schools and teachers faced while switching from traditional face to face teaching and learning to distance education. The research revealed existence of different level teacher digital competences at a school and uneven competence development in each school. The analysis of experiences of Lithuanian school teachers through the lens of DigCompEdu framework revealed that professional development competence was the background for other competence areas to develop. The need for digital resources for teaching online contributed to the teacher digital competence development of this area. Digital assessment was indicated as the main challenge that remained unsolved in many cases. Research found that technological peculiarities were easier to learn and showed the need to develop teacher social and didactical competences which are necessary for distance teaching. Lack of activities to empower learners and develop their digital competences was recorded. Teachers themselves acknowledged great improvement of their digital competence.

Education in Emergencies, Inequities, and the Digital Divide

2021 ◽  
pp. 529-553
Author(s):  
M. Mahruf C. Shohel ◽  
Md. Ashrafuzzaman ◽  
Muhammad Shajjad Ahsan ◽  
Arif Mahmud ◽  
Atm Shafiul Alam
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Teaching And Learning ◽  
Educational Inequality ◽  
Distance Teaching ◽  
Face To Face ◽  
Short Period ◽  
The World ◽  
Teachers And Students ◽  
Online Distance

The COVID-19 pandemic upended the daily life of every individual throughout the world and has had an impact on every sphere of life. However, its impact on education, especially higher education, is profound. This chapter is based on a recent study, which explored teaching and learning in higher education in Bangladesh during the COVID-19 lockdown. The chapter focuses on how switching from face-to-face to online distance teaching and learning within a short period of time has created educational inequality and the digital divide among teachers and students in higher education in Bangladesh. Based on the findings from the recent surveys (teachers' and students' perspectives), this chapter provides recommendations for the stakeholders to support teachers and students during the emergency remote teaching and learning. It also shows how different strategies could minimize educational inequality and the digital divide during the time of crisis and how the COVID-19 pandemic lockdown impacted on the transition and transformation of teaching and learning in Bangladesh.

scholarly journals 10 simple rules for supporting a temporary online pivot in higher education

2020 ◽  
Author(s):  
Emily Nordmann ◽  
Chiara Horlin ◽  
Jacqui Hutchison ◽  
Jo-Anne Murray ◽  
Louise Robson ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Basic Principles ◽  
Face To Face ◽  
Starting Point ◽  
The World ◽  
Simple Rules ◽  
Contingency Plans ◽  
Academic Year

As continued COVID-19 disruption looks likely across the world, perhaps until 2021, contingency plans are evolving in case of further disruption in the 2020-2021 academic year. This includes delivering face-to-face programmes fully-online for at least part of the upcoming academic year for new and continuing cohorts This temporary pivot will necessitate distance teaching and learning across almost every conceivable pedagogy, from fundamental degrees to professionally accredited ones. Each institution, programme, and course will have its own myriad of individualised needs , however, there is a common question that unites us all: how do we provide teaching and assessment to students in a manner that is accessible, fair, equitable, and provides the best learning whilst acknowledging the temporary nature of the Pivot? No ‘one size fits all’ solution exists and many of the choices that need to be made will be far from simple, however, this paper provides a starting point and basic principles to facilitate discussions taking place around the globe by balancing what we know from the pedagogy of online learning with the practicalities imposed by this crisis.

scholarly journals University Pedagogy: A New Culture is Emerging in Greek Higher Education

2017 ◽  
Vol 6 (3) ◽  
pp. 147 ◽  
Author(s):  
Katerina Kedraka ◽  
Georgia Rotidi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Crucial Point ◽  
Innovative Teaching ◽  
University Culture ◽  
Self Reflection ◽  
Reflective Process ◽  
Alternative Teaching ◽  
Teaching Role ◽  
Professional Profile

The aim of this paper is to highlight University Pedagogy as a field that focuses on academics’ teaching role in Greek higher education. EU has recognized the need of improvement of the teaching skills of academics and urges the member states to recognize them as an important element of their professional profile. Only recently academics in Greece have launched the debate on innovative teaching and learning methods and practices. A Symposium that took place in 2016 and a significant empirical research are presented, because they are considered to mark the beginning of an emerging university culture, which incorporates the concern on teaching and learning excellence within higher education approaches in our country. The results of these initiatives indicate that critical self-reflection on teaching can lead to the transformation and to the adoption of alternative teaching practices, since the critically reflective process is a crucial point for the enhancement of an academic’s pedagogical, curricular and instructional knowledge.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals Translanguaging in an EFL classroom discourse: To what extent it is helpful for the students?

2021 ◽  
Vol 1 (1) ◽  
pp. 42-46
Author(s):  
Dinda Gusti Ayu Berlianti ◽  
◽  
Intan Pradita
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Classroom Interaction ◽  
Face To Face ◽  
Full Face ◽  
Complex Subject

Translanguaging is a tool for bilingual or multilingual to learn more than one language.  In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants.  The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.

scholarly journals As Tecnologias da Informação e da Comunicação e o Desenvolvimento de Estratégias de Resolução de Problemas em Estudantes do Ensino Superior da área da Saúde

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Angélica Monteiro ◽  
Rita Manuela Barros
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Learning Objects ◽  
Teaching Methodology ◽  
Health Course ◽  
Information And Communication ◽  
Implementation Methodology

O nosso trabalho pretende descrever o processo de desenho e implementação de objetos de aprendizagem orientados para o desenvolvimento de estratégias de resolução de problemas, numa escola superior do ensino politécnico português. Com a apresentação de um caso prático, demonstramos a utilização de um objeto de aprendizagem elaborado no âmbito de uma unidade curricular de Informática e Sistemas de Informação de um curso de licenciatura na área da Saúde, cuja metodologia de implementação se baseou na Problem Based Learning. Enquadrados num modelo de ensino-aprendizagem sustentado na participação ativa dos estudantes e orientado para a resolução de problemas por meio das TIC, o recurso ao método dos 3E permitiu o desenvolvimento de objetos de aprendizagem diversificados e consonantes com o processamento diferencial de informação dos estudantes, garantindo os resultados de aprendizagem definidos.Palavras-chave: Tecnologias da informação e da comunicação, Metodologias de ensino, Objetos de aprendizagem, Ensino superior.? The Information and Communication Technologies and the Development of Problem Based Learning Strategies on Higher Education in the Health AreaAbstractOur work aims to describe the process of design and implementation of Learning Objects to develop strategies for solving problems in a higher education Portuguese institution. We demonstrate a case study prepared under a "Computer and Information Systems" curricular unit of a health course, whose implementation methodology relied in Problem Based Learning. Framed in a model of teaching and learning supported the active participation of students and oriented towards problem solving through ICT, the use of the method of 3E allowed the development of Learning Objects and in line with the students' different information processes, ensuring the settled outcomes. Keywords: Information and communication technology, Teaching methodology, Learning objects, Higher education.

scholarly journals Characteristics of Online Learning in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 66 (1) ◽  
pp. 135-155
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Face To Face ◽  
Quality Of Teaching ◽  
Teaching Learning ◽  
Students Success

"In the context in which the teaching, learning, and assessment processes take place in the online environment, the question arises whether the currently organized learning situations are as effective as the learning situations carried out in the classroom, before the beginning of the pandemic. One of the disadvantages of online learning is related to the teacher’s low control over students’ activity. Factors such as initiative, creativity, efficient time management, intrinsic motivation, responsibility, and intellectual curiosity play an important role in students’ success in learning activities. Attendance at courses should not be formal and superficial and should be a process that involves the active and interactive participation of the students in the learning process. Providing high-quality educational opportunities to all students is a goal that is increasingly difficult to achieve in the context of the absence of face-to-face interactions. Also, applying a curriculum focused on the needs of the learner is becoming hard to achieve. Through this research, we aim to investigate issues related to how online learning takes place and to establish ways in which we can increase the efficiency of current teaching and learning processes. The study revealed that in the opinion of most of the students, the current epidemiological context has influenced in a negative way the quality of teaching and the student-teacher educational relationship. Keywords: Interactive learning, eLearning, independence in learning, higher education, efficient strategies "

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