Towards Post-pandemic Transformative Teaching and Learning

Abstract

The recent COVID-19 pandemic has presented challenges to post-secondary education, including that campuses have been closed, removing face-to-face instruction options. Meanwhile, this crisis has also presented unique opportunities to create a “tipping point” or conditions that foster innovative teaching practices. In light of such a “danger-opportunity,” the feasibility of introducing microlearning (ML), a technology-mediated teaching and learning (T&L) strategy, has recently been revisited by some institutions. ML offers learning opportunities through small bursts of training materials that learners can comprehend in a short time, according to their preferred schedule and location. Initially considered as “add-on” complementary online learning resources to provide learners with an active and more engaging learning experience through flexible learning modes, the possibility of an institution-wide implementation of ML has been further explored during the COVID-19 lockdown. This paper presents an exploratory case study examining two post-secondary education institutions’ ML introductions. Using the SAMR model as the lens, their approaches to adopting ML are examined through analysis of quantitative questionnaires and qualitative teacher reflections. Overall, ML appears to be a promising direction that may not only be able to help institutions survive, but possibly offer an enhanced teaching and learning experience, post-pandemic. However, its current implementations face many challenges, both practical and pedagogical, and their impacts have yet to achieve transformation. With the insights gained, some possible strategies for moving the adoption of ML to the next level are offered.

An analysis of business students’ stressors and their coping strategies in the post-pandemic era

“…After taking vaccinations, teaching activities came to their regular routine, and some universities followed the previous traditional approach. In contrast, few universities integrated new technological approaches in their teaching practices to assist students’ learning (Wang et al 2021 ). The situation thus raises the concern to explore the experiences and challenges being faced by higher education students in a new shift of learning phase.…”

Profile of Student Learning Motivation in Limited Offline Learning Natural Science Subject

“…Al-Areibi et al (2022) provide multiple opportunities for engagement through synchronous and asynchronous tools, which are crucial to promoting student motivation, learning, and course success. Wang et al (2021) its current implementations face many practical and pedagogical challenges, and their impacts have yet to achieve transformation with the insights gained; some possible strategies for moving the adoption of microlearning to the next level are offered.…”

The relationship between e-learning and student satisfaction as marketing strategy: A case study at a private university

“…It also benefits attending classes from anywhere with a cellular signal or wifi. Moreover, classes are online; thus, they can be recorded and played back where needed, allowing for greater understanding and a means of revising content and catching up where classes cannot be attended (Wang 2021).…”