Get Started for FREE
Sign up with Facebook Sign up with X
I don't have a Facebook or a X account
 Your new post is loading...
Your new post is loading...
Scoop.it!
From
www
The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemi Via Peter Mellow 
No comment yet.
Sign up to comment
Scoop.it!
At San José State University, students are back. But virtual classes are not going away. The trend toward online teaching, fueled by covid concerns, appears to be making deeper headway in higher education. Via Peter Mellow
Scoop.it!
Many universities have seen increases in academic misconduct. And while cutting corners took on different forms during the pandemic, the jury is still out on whether cheating actually went up. Via Peter Mellow
Scoop.it!
Teaching about coronavirus can make learning more relevant while helping students cope with feelings of uncertainty and instability Via John Evans
Scoop.it!
COVID-19 has been extraordinarily challenging for universities and students, and the disruption will likely persist beyond the rollout of a vaccine. The demands on academic staff and students have been – and continue to be – unparalleled. Both must manage work-life balance while teaching and learning in a largely unfamiliar way, in the midst of persistent uncertainty. Via Peter Mellow
Scoop.it!
A part-time professor is one of many at Point Park taking innovative approaches to boost student engagement during COVID-19. Via EDTECH@UTRGV, Elizabeth E Charles
Scoop.it!
El modelo educativo actual se encuentra en crisis debido a la emergencia sanitaria. Una educación remota responde en estos tiempos integrando el aprendizaje virtual, el aprendizaje a distancia, el aprendizaje en casa y las pedagogías emergentes. Via Silvano Poblano Morales, LGA, Cátedra UNESCO EaD
Scoop.it!
ABS data shows slump in students was highly gendered, with the number of male students dropping by 21,200 Via Peter Mellow
Scoop.it!
The COVID-19 pandemic affects us all. So does misinformation. This is why we created the COVID-19 Facts portal. Via John Evans
Scoop.it!
First year students at UK universities will be imminently beginning some kind of an on-campus experience this year. It will be unlike anything they, or staff working in HEI,s have ever experienced. Via Elizabeth E Charles
|
Scoop.it!
The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts during the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022/2023). We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations. These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic. Via Peter Mellow
Scoop.it!
Education Secretary Gavin Williamson says students should expect in-person teaching for new term. Via Peter Mellow
Scoop.it!
At universities, some instructors are finding the return to the classroom a nerve-racking experience. A few have quit — one in the middle of class. Via Peter Mellow
Scoop.it!
La virtualización de cursos y carreras se convirtió en una necesidad imperiosa para las instituciones educativas de todo el mundo a raíz de la pandemia por COVID-19. Millones de docentes se vieron obligados a trasladar sus clases presenciales a entornos virtuales sin estar preparados para un cambio tan radical. Otros docentes, por el contrario, ya contaban con conocimientos sobre e-learning y aprendizaje digital, gracias a lo cual lograron desarrollar propuestas educativas exitosas. Hoy destacamos la experiencia de Arthur Soares, docente oriundo de Portugal y egresado de diversos cursos y diplomas de Net-Learning Via Net-Learning
Scoop.it!
The lessons learned from last year’s move to remote teaching can help instructors create better engagement with students in 2021. Via Peter Mellow
Scoop.it!
COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respondents report an abundance of what we call ‘afflictions’ exacted upon their role as educators and in far fewer yet no less visible ways ‘affordances’ derived from their rapid transition to online provision and early ‘entry-level’ use of digital pedagogies. Overall, they suggest that online migration is engendering significant dysfunctionality and disturbance to their pedagogical roles and their personal lives. They also signpost online migration as a major challenge for student recruitment, market sustainability, an academic labour-market, and local economies. Via Elizabeth E Charles
Elizabeth E Charles's curator insight,
January 8, 2021 2:09 AM
Insightful findings re the digital pivot "The impacts of this on the academic community as frontline providers of higher education are profound."
Scoop.it!
COVID-19 has affected educators around the world. Read on to learn how COVID-19 has pushed education toward 21st century pedagogy.
COVID-19 created a frenzied dash to online learning and a new interest in Instructional Design and online practices. Throughout this process and despite the rush, instructors were interested and invested in exploring design elements, pedagogy, methodology, and best practices. What followed were many wonderful opportunities to discuss and tease out the principles of online andragogy and pedagogy (from here on referred together as “pedagogy”) that are important not only for online teaching but for the reality of teaching students in any modality in the 21st century. Via Elizabeth E Charles
Scoop.it!
The COVID-19 pandemic has had a profound and wide-reaching effect on students, from the quality and nature of the instruction they have received to their social and emotional well-being. Via Peter Mellow
Scoop.it!
Victorian universities have indicated online learning will be part of their future strategy going and, while it has advantages for students wanting to live in the country, support services say face-to-face experiences are vital. Via Peter Mellow
Scoop.it!
Listado de herramientas útiles para apoyar el aprendizaje a distancia durante la pandemia. Via LGA, Net-Learning
Scoop.it!
The fall semester of 2020 is like nothing we have seen before in higher education. Most colleges and universities in the United States are conductin Via Peter Mellow
Scoop.it!
When hundreds of spring and summer undergraduate courses were abruptly moved from onsite to online delivery in the wake of COVID-19, several faculty and students nationwide reacted with panic and uncertainty. Currently, instructors are busy preparing for the 2020-2021 academic year where several students will continue taking courses online. At my institution, fall academic courses will be primarily virtual (along with several others across the nation), with some in-person and hybrid instruction for performance-based, clinical, and laboratory courses, and some students living on campus. Via Elizabeth E Charles
|
