Technology Adoption in Higher Education

This article presents the results of a study, conducted within the scope of the EU-funded project RELOBIE: Reusable Learning Objects in Education, which investigated faculty perceptions and practices regarding the educational use of contemporary and emerging technologies. A cross-national, in-depth online survey of n = 171 faculty members in the four partner countries (Estonia, Cyprus, Norway, Portugal) took place. Seventy-six (n = 76; 44.4%) of these faculty members taught courses which were either offered at-distance (no face-to-face component), or involved a significant online component (blended courses). The study gained some useful insights into online instructors’ perceptions, motivations, and experiences regarding the instructional use of digital videos and other technologies (e.g. subject-specific software, collaboration tools, games, simulations, virtual labs). It also shed some light into both facilitating and inhibiting factors to the effective integration of learning and communication technologies into online courses’ design and delivery.

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Let Students Talk about Emergency Remote Teaching Experience: Secondary Students’ Perceptions on Their Experience during the COVID-19 Pandemic

Sofianidis

Meletiou-Mavrotheris

Konstantinou

et al. 2021

Education Sciences

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This research aimed to comprehend the impact of the first school closure on secondary education in Cyprus from students’ perspectives. Through the administration of an online survey with both closed and open questions, the study investigated the main issues and challenges that students experienced during their abrupt transition from face-to-face to emergency remote education and their main worries and concerns during this period, as well as their perceptions regarding the effectiveness of the teaching and learning process followed during the distance education period. The study also elicited students’ suggestions, based on their experiences from the lockdown period, on improving instruction in case of further lockdown(s) and in the post-COVID-19 era. Three hundred twenty-two (322) students of both upper and lower secondary education participated in the study. The data from closed questions were analysed using descriptive and inferential statistics, and for the data from the open questions, a qualitative thematic analysis approach was followed. The valuable insights gained from this study illustrate how important it is for educators and educational policymakers to give voice to students, closely listen to what learners felt worked and what did not during the period of remote learning, and develop plans and policies that incorporate their feedback.

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Technology Adoption in Higher Education

Cited by 3 publications

References 15 publications

Integrating Video Production in Early Ages to Promote Motivation for Mathematics and Transversal Competences: Examples from ViduKids Project

Integrating Video Production in Early Ages to Promote Motivation for Mathematics and Transversal Competences: Examples from ViduKids Project

The Role of Learning and Communication Technologies in Online Courses’ Design and Delivery: A Cross-National Study of Faculty Perceptions and Practices

Let Students Talk about Emergency Remote Teaching Experience: Secondary Students’ Perceptions on Their Experience during the COVID-19 Pandemic

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