Leaders en d’apprentissage : cadres d'enseignement et d'apprentissage en flux influencés par la pandémie mondiale

Abstract

This article builds on the work of EDUsummIT2019’s thematic working group 2 (TWG2) focus on “Learning as Learning Leaders: How does leadership for learning emerge beyond the traditional teaching models?” Using the well-established theoretical frameworks of Entwistle (1987) and Shulman (1987) the most significant influences on how learning leaders need to adjust to accommodate the dramatic increase in remote online learning are identified. The major influences include learners’ previous knowledge, self-confidence, abilities and motives, and changes between learning initiated by teachers and that by learners. COVID-19 has caused a massive upskilling of people in all facets of society from children to grandparents, from media to consumers, and from policy makers to practitioners. None of the alignments nor factors identified in this article are static and learning leaders need to perpetually reconsider the factors identified to achieve successful learning outcomes. The ongoing challenges for educators in this changing world are in a permanent state of flux with an increasing IT literate society across all formal and informal sectors of education.

OLJ March 2023 27(1)

“…This growth has occurred as student perceptions have improved modestly (Dennis, 2020), despite a relatively constant rate of various concerns by faculty (Allen & Seaman, 2013;Fox et al, 2021;Inside Higher Ed, 2020;Seaman et al, 2018;. Reasons may include challenges caused by constantly evolving technology (Cox & Quinn, 2021) and, more recently, by the tremendous challenges online learning presented around the world during the pandemic (e.g., Turnbill, Chugh, and Luck, 2021;Belta-Salvador et al, 2021;Rodrigues, Chimenti, & Nogueira, 2021). Given the tension between relatively constant faculty resistance and increasing usage, what predicts faculty adoption of online teaching in higher education?…”

Utilizing an organizational development framework as a road map for creating a technology‐driven agile curriculum in predoctoral dental education

“…If the faculty perceives the new technology as unnecessary, an additional burden, or generally confusing, they will likely be resistant to training. 22 The task force should meet with the faculty members directly involved in the preclinical course to go over in detail the technology and the importance of their role. Manufacturer-led training could enhance confidence in the faculty members' abilities and allow them to envision the future implementation and its benefits.…”

“…For the pilot program to be successful, and thus the eventual launch of a more extensive curriculum update, the faculty must understand the need to implement new technology and its relationship with current and future curricula. If the faculty perceives the new technology as unnecessary, an additional burden, or generally confusing, they will likely be resistant to training 22 . The task force should meet with the faculty members directly involved in the preclinical course to go over in detail the technology and the importance of their role.…”

Clinical activities suspended: How the COVID‐19 affected the self‐confidence of Italian dental students

“…Direct patients care is a key component of the dental curriculum, actually, during the clinical training the students not only improve their manual skills but also learn how to take care of the patients and the way to speak with them 5 . Self‐confidence in dental practice is an important issue for young dental students approaching patients during clinical training and for their long‐term education 6 . Obviously, this skill is subject to continuous training for people who do not have experienced competencies in clinical practice.…”