| Autor: |
McManus, Ruth, Logan, Anna, Wilders, David, Pennycook, Caitríona |
| Předmět: |
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| Zdroj: |
Education Sciences; Jan2024, Vol. 14 Issue 1, p63, 24p |
| Abstrakt: |
During the emergency online pivot, two faculties (i.e., divisions) of a large Irish university aimed to document insights about teaching and learning in the context of the COVID-19 pandemic. An anonymous online survey of all teaching staff within each faculty was undertaken, some of the results of which are presented here. Key findings focus on the use of online technology in higher education, demonstrating the differential impacts on different disciplines and year groups, and pointing to levels of educator readiness and the need for focused professional development and training to prepare staff for integrating online learning to ensure satisfactory outcomes. The emergency online pivot led to significant progress in the use of technology in higher education, and greater academic staff recognition of the benefits and scope afforded by technology. Arising from their COVID-19 experiences, staff expressed a strong preference for blended learning as opposed to learning taking place either fully online or in-person. The potential role of hybrid learning in ongoing efforts towards sustainability was also noted. Many of our findings align with recent research, which is discussed throughout. We argue that a 'one size fits all' approach to online education is not appropriate, with greater nuance required and consideration of the rapidly changing educational landscape and issues of environmental sustainability. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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