scholarly journals Practices and digital technological resources for remote education: an investigation of Brazilian professor's profile

2021 ◽  
Author(s):  
Mayka De Souza Lima ◽  
Rita Suzana Pitangueira Maciel
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Digital Technology ◽  
Educational Software ◽  
Face To Face ◽  
The Face ◽  
Teaching Learning ◽  
Teaching Modality ◽  
Instructional Design Practices ◽  
Technology Resources

Digital Technology Resources (DTR) are considered essential in society and education for teaching-learning. Due to the Covid-19 pandemic, higher education classes have moved from face-to-face to remote teaching. Therefore, students and professors have the challenge of using DTRs as the main artifacts in their activities. This paper investigates the professors’ perceptions of DTRs in teaching practices before and during social isolation. A survey that obtained 140 responses indicates that several DTRs will remainupon the face-to-face teaching modality resumes. So, by sharing the Survey’s results, we hope to support future instructional design practices and suggest new requirements for educational software development.

Instructional Design in the Face of COVID-19: Learned Lessons and Pending Tasks

2022 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Gerardo Quiroz Vieyra ◽  
Luis Fernando Muñoz González
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Lessons Learned ◽  
Hybrid Education ◽  
Face To Face ◽  
The Face ◽  
Information And Communication ◽  
Addie Model ◽  
Teaching Learning

Faced with confinement due to COVID-19, educational institutions with face-to-face models had to continue their activities under conditions and with resources not used up to that moment. For this, the institutions formulated and put into operation continuity plans, which involved everything from remote education to hybrids between the latter and online education. Institutions that already had online or hybrid education programs were able to apply that experience to their face-to-face programs, allowing them to respond more quickly than those that did not. The stages of the teaching-learning process that were "adjusted" during this emergency in order to give continuity to educational activities were the last two, namely: the development of instructional material and teaching. In this work, an intervention is proposed in a previous stage of the process, that is, in the instructional design (ID), using the ASSURE model derived from the ADDIE model or approach. This intervention is based on the lessons learned during the pandemic, for the preparation or reformulation of study plans that consider information and communication technologies as a platform to enhance the effectiveness of learning, selecting them and establishing their use strategy from the stage in which the materials are designed, which may be useful considering that even if the students return to the classrooms, a virtual part will be preserved, that is, a hybrid model, in which the face-to-face-virtual ratio will be determined by the educational strategy of the institution.

scholarly journals Instructional Design in Online Education: a Systemic Approach

2019 ◽  
Vol 2 (3) ◽  
pp. 64
Author(s):  
Luis Fernando Muñoz González ◽  
Vieyra Gerardo Quiroz
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Learning Strategies ◽  
Integral Model ◽  
Educational Models ◽  
Face To Face ◽  
The Face ◽  
Learning Platforms ◽  
Pedagogical Models ◽  
Teaching Learning

Online education is becoming more and more valid, but as a different modality from the face-to-face teaching-learning process, it has special characteristics that must be considered. Online education is much more than uploading material to a repository and using it in a linear manner. Electronic online education platforms, seen as an integral system, offer a large number of technological resources that must be used according to the educational model that is being applied. To achieve good performance, an online education model must be based on a harmonious architecture of the educational, administrative, legal and infrastructure aspects of ICT, that is, an integral model. The educational models created based on the prevailing pedagogical models - behavioral, constructivist, cognitive and connectivist - must be implemented through an instructional design, aligned with the pedagogical objectives and learning strategies, based on the proper use of the technological resources of The electronic platform. Instructional design models, such as ADDIE, ASSURE, Dick and Carey, and others, applied to online education, should take advantage of the resources of the technology platforms and the characteristics of each. These models, as a guide to instructional design processes, can also be enriched with other methodological processes, such as DevOps, which through continuous deliveries enrich and keep the educational content updated. This article proposes strategies for applying the technological resources of online learning platforms, aligned with the instructional design corresponding to the different pedagogical models.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

Emergency remote education and smart working at three European higher education institutions

2022 ◽  
Vol 17 (6) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Remote Education ◽  
Face To Face ◽  
The World ◽  
Administrative Procedures ◽  
European Higher Education ◽  
Smart Working

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .

scholarly journals Remote Meetings in Problem-Based Learning: A Tool for Selection Research in Times of Pandemic

2021 ◽  
Author(s):  
Paloma Freire Neves Leal Cortes ◽  
Camila Delinski Bet ◽  
José Francisco dos Santos Silveira Junior ◽  
Edivaldo Rosas dos Santos Junior ◽  
Marney Pascoli Cereda
Keyword(s):  
Problem Based Learning ◽  
Research Groups ◽  
Research Topics ◽  
Analytical Methodology ◽  
Face To Face ◽  
Food Industries ◽  
The Face ◽  
Selection Research ◽  
Teaching Learning ◽  
Support Research

Abstract Active methodologies have been widely used in education to provide greater involvement in the teaching-learning process. In the face of the current pandemic scenario, remote activities are strategies to spread knowledge but require adaptations of face-to-face education. However, no records were found of its use to support research groups, which traditionally are based on personal contacts. The article reports the experience of selecting participants in the development of research in the area of starch prospecting, with an adaptation of the Problem Based Learning (PBL) technique. The proposed problem was the characterization and evaluation of cassava starch for food industries application, using a sample limited to one gram. The PBL technique used research with a qualitative approach, applied nature, descriptive objective, and action research procedures. The five members that constituted the discussion group were from different professional areas and were selected among those who made up a larger group, with starch as the central theme. The PBL technique was adapted to be completed in three videoconference meetings, with intervals of 15 days. Based on the suggestions proposed and improved during the event, it was possible to outline the solution right at the first meeting. An analytical methodology can also be established within the specified limit, capable of prospecting its food industries application. Therefore, PBL as a strategic tool to develop research topics proved effective and flexible, and suitable for remote activities. It is recommended that it be better explored as a team leader and scientific research growth.

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 "

Ensino remoto na enfermagem em meio a pandemia da covid-19

2020 ◽  
Vol 10 (32) ◽  
pp. 358-366
Author(s):  
Igor De Sousa Nóbrega ◽  
José Aderivaldo Batista Ferreira Filho ◽  
Maria Luísa Cabral da Cunha ◽  
Tamires Paula Gomes Medeiros ◽  
Cláudia Quézia Amado Monteiro Leal ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Classroom Environments ◽  
Remote Education ◽  
Digital Platforms ◽  
The Face ◽  
On Line ◽  
Online Access ◽  
Teaching Modality ◽  
Education Nursing

Relatar a vivência docente e discente e suas percepções sobre o ensino remoto na enfermagem frente à pandemia da COVID-19. Trata-se de um relato de experiência a respeito do ensino remoto emergencial, experienciado por discentes e docentes do curso superior de enfermagem em meio a pandemia pela COVID-19. A forma de adesão das aulas remotas deu-se mediante a plataformas digitais de acesso on-line com a criação de ambientes de sala de aula por chamadas de vídeo em tempo real. A modalidade de ensino remoto trouxe consigo aspectos positivos bem como desafios importantes acerca do processo de aprendizagem em enfermagem. A experiência com o ensino remoto em meio a pandemia do COVID-19 tem demonstrado inúmeros desafios para formação do enfermeiro, porém é considerada uma alternativa temporária de caráter emergencial eficaz para minimização de danos sociais e educacionais no período crítico atual.Descritores: Educação em Enfermagem, Enfermagem, Ensino, Pandemias. Remote teaching in nursing among the covid-19 pandemicAbstract: To report the teaching and student experience and their perceptions about remote teaching in nursing in the face of the COVID-19 pandemic. This is an experience report about emergency remote education, experienced by students and professors of higher education in the midst of a pandemic by COVID-19. The form of adherence to remote classes took place through digital platforms for online access with the creation of classroom environments by video calls in real time. The remote teaching modality brought with it positive aspects as well as important challenges regarding the learning process in nursing. The experience with remote education in the midst of the COVID-19 pandemic has shown numerous challenges for the training of nurses, but it is considered a temporary alternative of an effective emergency nature to minimize social and educational damage in the current critical period.Descriptors: Education, Nursing, Nursing, Teaching, Pandemics. Enseñanza remota en enfermería entre la pandemia covid-19Resumen: Reportar la experiencia docente y estudiantil y sus percepciones sobre la enseñanza remota en enfermería ante la pandemia de COVID-19. Este es un reporte de experiencia sobre educación remota de emergencia, experimentado por estudiantes y profesores del curso de enfermería en medio a la pandemia por COVID-19. La forma de adhesión a las clases remotas fueran mediante plataformas digitales de acceso en línea, con la creación de entornos de clases mediante videollamadas en tiempo real. La modalidad de enseñanza remota trajo consigo aspectos positivos y desafíos importantes con respecto al proceso de aprendizaje en enfermería. La experiencia con educación remota en medio de la pandemia de COVID-19 ha mostrado numerosos desafíos para la formación de enfermeras, pero se considera una alternativa temporal efectiva para minimizar el daño social y educativo en el período crítico actual.Descriptores: Educación en enfermeira, Enfermería, Enseñanza, Pandemias.

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

Instructional Design for Millennials

2016 ◽  
pp. 1980-2004
Author(s):  
William Loose ◽  
Teri Marcos
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
State Standards ◽  
Institutions Of Higher Education ◽  
Course Content ◽  
Face To Face ◽  
Changing Practice ◽  
New Knowledge ◽  
K 12 ◽  
Delivery Models

The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.

Instructional Design for Millennials

2016 ◽  
pp. 1-25
Author(s):  
William Loose ◽  
Teri Marcos
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
State Standards ◽  
Institutions Of Higher Education ◽  
Course Content ◽  
Face To Face ◽  
Changing Practice ◽  
New Knowledge ◽  
K 12 ◽  
Delivery Models

The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.

Sign in / Sign up

Export Citation Format

Share Document