Blended and (not so) splendid teaching and learning: Higher education insights from university teachers during the Covid-19 pandemic

Tomej, Kristof; Liburd, Janne J.; Blichfeldt, Bodil Stilling; Hjalager, Anne‐Mette

doi:10.1016/j.ijedro.2022.100144

Cited by 21 publications

(21 citation statements)

References 36 publications

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“…De acuerdo con Suárez-Perdomo et al, (2022), las redes sociales pueden conducir a un comportamiento de procrastinación académica y socavar el rendimiento académico de los estudiantes; sin embargo, se consideran un recurso útil en el proceso de formación inicial sin diferencias significativas respecto al rendimiento académico. Tomej et al, (2022) proporcionan ideas y reflexiones sobre el rediseño de cursos basados en hallazgos de grupos de profesores considerando de suma importancia la transición de la educación a la enseñanza y el aprendizaje combinados y espléndidos. En este sentido, ambos estudios realizados en las instituciones de educación secundaria, los estudiantes utilizan las redes sociales de manera importante para la comunicación y como una ayuda en el rendimiento académico; también consideran como una necesidad para su formación, que se gestione la infraestructura necesaria para su educación on-line; y por consiguiente, la generación de competencias a través de las prácticas digitales con sistemas automatizados de apoyo como las actividades de aprendizaje realizadas y que dirigen al desarrollo sostenible.…”

Section: Discussionunclassified

Prácticas digitales y sostenibilidad socioambiental en la educación básica de las Smart Cities

Solano

Esteban

2023

Red

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The implementation of strategies associated with digital and socio-environmental management in distance education promote sustainability in smart cities; the use of virtual platforms in basic education being relevant. As a result of the COVID-19 pandemic, the incursion of educational platforms was a requirement; however, not all the institutions had the necessary resources and infrastructure for connectivity, such as the secondary schools established on the margins of the municipality of Acapulco, Guerrero, Mexico. The study was carried out at two different moments contemplating documentary, applied and longitudinal research to know and verify the factors and digital practices associated with online education, a total of 410 participants (teachers and students) collaborated. A support system for b-learning management was also presented, promoting educational platforms, dabbling in socio-environmental management activities as a comprehensive alternative for teaching-learning and promoting sustainability. The results of the study determined that the lack of resources, infrastructure and platform management is present in basic education and that the digital educational model is an aspiration; On the other hand, offering alternatives for the management of online educational platforms that integrate activities with a socio-environmental focus, opens up possibilities that lead to sustainable development. La implementación de estrategias asociadas a las prácticas digitales y gestión socioambiental en la educación a distancia impulsan la sostenibilidad en las smart cities; siendo relevante el uso de plataformas virtuales en la educación básica. A consecuencia de la pandemia del COVID-19 la incursión de plataformas educativas fue una exigencia; sin embargo, no todas las instituciones contaban con recursos e infraestructura necesarios para conectividad, como las secundarias establecidas en los márgenes del municipio de Acapulco, Guerrero, México. El estudio se realizó en dos momentos diferentes contemplando la investigación documental, aplicada y longitudinal para conocer y diagnosticar los factores y prácticas digitales asociados para la educación On-line, colaboraron en total 410 participantes (profesores y estudiantes). También se presentó un sistema de apoyo para la gestión b-learning promoviendo las plataformas educativas, incursionando actividades de gestión socioambiental como una alternativa integral para la enseñanza-aprendizaje e impulsar la sostenibilidad. Los resultados del estudio determinaron que la falta de recursos, infraestructura y manejo de plataformas está presente en la educación básica y que el modelo educativo digital es una aspiración; por otro lado, ofertar alternativas para el manejo de plataformas educativas on-line que integren actividades con enfoque socioambiental, apertura posibilidades que dirigen al desarrollo sostenible.

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Section: Discussionunclassified

Prácticas digitales y sostenibilidad socioambiental en la educación básica de las Smart Cities

Solano

Esteban

2023

Red

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“…The impracticability of a consistent online meeting to substitute the regular in-person classes is compensated by modules. Students were provided with their learning module in which all lessons, readings, required outputs, and rubrics were included for them to peruse in advance (Tomej et al, 2022).…”

Section: Discussion On Instructional Strategies In Teaching Social Sc...mentioning

confidence: 99%

A Qualitative Inquiry on Instructional Strategies and Assessments in Teaching Social Science General Education Courses in the Online Learning Modality

Mayo-Dosayla

Madrigal²,

Dioso³

2022

TSSJ

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The immediate transitioning of instructional delivery from the traditional face-to-face teaching to online learning prompted college instructors to design pedagogical strategies and assessment tools appropriate for the online learning environment. Instructional strategies and assessments in teaching Social Science general education courses online in the context of state universities and colleges (SUCs) however have not been previously established. Anchoring on social constructivism, post-positivism, and pragmatism, this qualitative inquiry was conducted to determine the teaching methods and assessments employed by social science instructors in SUCs in teaching Readings in Philippine History and Life and Works of Rizal online. Semi-structured interviews were conducted with 7 social science instructors from 6 SUCs. Member checking and audit trail by a qualitative research expert were used for data trustworthiness and Lichtman’s 3 Cs was used for data analysis. The qualitative inquiry revealed 7 major themes for online instructional strategies: blended learning activities; synchronous online activities; interactive lecture discussion; group reporting; short videos and films presentation; use of modules in print and soft copy; and advanced readings. Likewise, 5 themes for online assessment were identified: objective test; subjective test; term examination; group projects; and output-making. Results of the study revealed that the instructional strategies and assessments used are constructively aligned with the learning outcomes set in the CHED-prescribed course syllabus but are still the traditional types. Instructors therefore only migrated their teaching practice from the in-person classroom instruction to the online mode.

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“…They also involve in-depth training with a focus on specific programs or skills and face-to-face or online support [36]. For this reason, the design of the training programs to enhance the multimedia skills of the teaching staff must be influenced by different factors [68] Further, blended teaching gives teachers attending these courses greater benefits in terms of knowledge, time savings, the opportunity for exploring, and idea exchanges [9]. A collaborative environment or the creation of an online discussion forum encourages the exchange of ideas and solutions to improve the audience's understanding of the topic discussed in class and allows them to better integrate multimedia into their teaching [66,67,72].…”

Section: U N C O R R E C T E D a U T H O R P R O O Fmentioning

confidence: 99%

“…Concerning the modality in which the ICT teaching is delivered, most universities offer fully online courses. The possibility to access the online environment anytime, anywhere, will help the teachers save time and effort [9,66]. Therefore, it helps to overcome several of the barriers identified in the literature [15,46,98].…”

Section: Creation Of Gamified Online Activities With Google Spreadsheetsmentioning

confidence: 99%

An analysis of best practices to enhance higher education teaching staff digital and multimedia skills

Espinosa

Brotons

Sempere

et al. 2023

HSM

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BACKGROUND: The COVID-19 pandemic has transformed the teaching ways in universities, rapidly moving from face-to-face delivery models to online and distance learning. Consequently, the multimedia and digital competencies of the teaching staff were suddenly put onto the stage, resulting in the realisation that many of them were not sufficiently skilled to face this challenge due to a lack of prior training. OBJECTIVE: The goal of this explanatory research is to present and make a comparison of key training programs, deemed best practices, that address different ways to assist higher education teaching staff to acquire the multimedia competencies required to be technologically- proficient in their classes. METHODS: A desk research provides the data for a multiple case study of courses implemented in universities of five European countries, namely Spain, Lithuania, North Macedonia, Romania, and Slovenia. RESULTS: The results of the study show a total of 28 courses ranging from how to deliver online teaching to gamification, going through other topics such as photo and video editing, that enable higher education teachers to acquire digital skills. The main challenges detected for the success of these training programs are the teachers’ lack of time for training, non-positive attitudes towards technology, and lack of innovative capacity in their teaching processes. Among the positive outcomes, we can find that these universities opt for programs with courses varied in content, to cover a wider range of skills, as well as offering courses at several levels of development so that all staff may improve, from the very beginners to more advanced tools. CONCLUSION: By identifying the challenges and success factors behind the best practices hereby analysed, the lessons obtained from this research may serve as benchmarks for other universities to develop efficient multimedia training programs for university staff.

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Blended and (not so) splendid teaching and learning: Higher education insights from university teachers during the Covid-19 pandemic

Cited by 21 publications

References 36 publications

Prácticas digitales y sostenibilidad socioambiental en la educación básica de las Smart Cities

Prácticas digitales y sostenibilidad socioambiental en la educación básica de las Smart Cities

A Qualitative Inquiry on Instructional Strategies and Assessments in Teaching Social Science General Education Courses in the Online Learning Modality

An analysis of best practices to enhance higher education teaching staff digital and multimedia skills

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