One Year Later: Digitalized Higher Education in Pandemic Times. An International Study of Higher Education Faculty's Response

Autor/inn/en	Trevisan, Ottavia; De Rossi, Marina
Titel	One Year Later: Digitalized Higher Education in Pandemic Times. An International Study of Higher Education Faculty's Response
Quelle	In: Research on Education and Media, 15 (2023) 1, S.64-71 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trevisan, Ottavia) ORCID (De Rossi, Marina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2037-0830
DOI	10.2478/rem-2023-0009
Schlagwörter	Higher Education; College Faculty; Distance Education; Online Courses; COVID-19; Pandemics; Faculty Development; Educational Change; Teacher Attitudes; International Cooperation; Institutional Cooperation; Universities; Foreign Countries; Barriers; Futures (of Society); Teaching Methods; Reliability; Teacher Collaboration; Student Centered Learning; Reflective Teaching; Teacher Effectiveness; Teacher Surveys; Texas; Italy; Netherlands + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Bildungsreform; Lehrerverhalten; Internationale Kooperation; Internationale Zusammenarbeit; Institute; Co-operation; Cooperation; Institut; Kooperation; University; Universität; Ausland; Future; Society; Zukunft; Teaching method; Lehrmethode; Unterrichtsmethode; Reliabilität; Lehrerkooperation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Italien; Niederlande
Abstract	The paper describes the international research conducted in collaboration between the University of Padova, University of North Texas, and Windesheim University of Applied Sciences. The study explores how higher education faculty involved in professionalizing courses for the educational area perceive the pandemic-induced transition to digitalized education (DE), after one year of experience with it. This paper introduces the second phase of a research study that began as early as spring 2020, with an online survey distributed worldwide. It seeks to investigate possible changes after one year of digitalized education related to (1) perceptions of institutional support and professional training offered; (2) potential and challenges of DE; and (3) professional intentions for future uses of DE. Details on the instrument's reliability and structure will also be provided. We are exploring how the DE is changing teachers' routines and whether these changes are paving the way for collaborative, reflective, and student-centred approaches that could have long-term consequences. This is to help focus future training pathways to better support teachers in teaching effectively and efficiently for learning, both in times of crisis and in times of normalcy. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01