Pandemic Pedagogies: The Impact of ERT on Part-Time Learners in Ireland

Autor/inn/en	Flynn, Susan; Collins, Joseph; Malone, Lindsay
Titel	Pandemic Pedagogies: The Impact of ERT on Part-Time Learners in Ireland
Quelle	In: International Journal of Lifelong Education, 41 (2022) 2, S.168-182 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2021.2022792
Schlagwörter	Teaching Methods; Distance Education; Pandemics; COVID-19; Foreign Countries; Lifelong Learning; Part Time Students; Online Courses; Educational Change; Educational Experience; Student Attitudes; Barriers; Futures (of Society); Higher Education; Adult Education; Technical Education; Ireland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Ausland; Life-long learning; Lebenslanges Lernen; Part-time students; Teilzeitstudent; Online course; Online-Kurs; Bildungsreform; Bildungserfahrung; Schülerverhalten; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Technikunterricht; Irland
Abstract	A wide range of literature has already emerged which assesses the sudden closure of Higher Education Institutions during the COVID-19 pandemic in 2020, when many academic institutions turned to ERT (emergency remote teaching) in order to maintain teaching and learning. The Faculty of Lifelong Learning at Institute of Technology Carlow, Ireland, one of the largest providers of part-time learning in the Irish sector, undertook a study of its learners in January 2021, to ascertain their experiences of the online pivot. This article takes a qualitative approach to the findings of this study and it highlights the importance of acknowledging the lived experiences of our learners. We acknowledge that it is necessary to engage with our learners' opinions on the challenges and affordances of online and remote learning, and that the experiences of our learners are key to the future of our faculty and to part-time learning in Ireland. We focus on the normative expectations of learners, and their experiences of learning in the remote context, using a self-selected sample where N = 401 learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01