The Transformation of Post Pandemic Hybrid Teaching and Learning through Experiences of Remote Digital Learning in French Business Schools

Autor/inn/en	Clifft, Sarah; Assiouras, Ioannis
Titel	The Transformation of Post Pandemic Hybrid Teaching and Learning through Experiences of Remote Digital Learning in French Business Schools
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 6, S.810-823 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clifft, Sarah) ORCID (Assiouras, Ioannis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2022.2132982
Schlagwörter	Business Schools; Blended Learning; Foreign Countries; COVID-19; Pandemics; Teaching Methods; Instructional Innovation; Marketing; Teacher Role; Student Role; Teacher Attitudes; Student Attitudes; Learning Experience; Disease Control; Educational Change; College Faculty; College Students; Teacher Student Relationship; France + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Lehrerrolle; Lehrerverhalten; Schülerverhalten; Lernerfahrung; Bildungsreform; Fakultät; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Frankreich
Abstract	Since March 2020, French Business Schools have been heavily impacted by the COVID-19 pandemic due to imposed sanitary restrictions. Higher education deployed different online and offline teaching settings to ensure the continuity of students' learning. Literature proposes hybrid teaching, which combines face-to-face activities with online technology enhanced activities as the way forward for business schools to prepare students for a hybrid business world. Nevertheless, the study identifies cultural constraints that have both built resistance to change from tutors and a consumer-based attitude to learning from students, causing significant pedagogical challenges. This qualitative study reviews the limits of the current approach to hybrid learning and its future direction. The content analysis provides novel insights into hybrid teaching and a unique dimension to knowledge optimisation. A new post-pandemic hybrid teaching and learning conceptual model is proposed that offers students an innovative learning experience within their social context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01