Pedagogical innovation and distance education in higher education in the (post-) COVID era
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.15/3866 |
Resumo: | The COVID-19 pandemic highlighted the urgent need for higher education institutions to promote pedagogical innovation. Although it is evident that distance learning is different from emergency remote teaching, this crisis response provided a good opportunity to acknowledge the benefits of distance education. However, for an effective and sustainable change it is essential to identify the key success factors of distance learning. This paper presents the main contributions of a research related to the transition from face-to-face to remote education, carried out in a Portuguese Higher Education School during the COVID-19 pandemic, that explored college students and teaching staff acceptance of emergency remote teaching. From a methodological point of view, we followed a quantitative approach with the application of two questionnaires, one to the students and the other to the teaching staff. We have identified some constraints faced by the respondents, but also a set of factors with a positive impact on distance education success: access to technological resources, digital skills, work conditions, heavy workload, and learning environment; flexibility, guidance, and interaction; assessment criteria and practices are some examples that will be discussed in this paper. Findings from this study enhance the discussion around dimensions such as pedagogical innovation and the development of teaching staff digital skills. Additionally, findings revealed openness of professors and students to adopt distance learning in the future. Finally, these conclusions contribute not only to improve institution's study programs, but also to pave the way for the creation of new ones in distance learning modalities (b-learning or e-learning). |
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Pedagogical innovation and distance education in higher education in the (post-) COVID eraCOVID-19 pandemicdistance educationemergency remote teachinghigher educationpedagogical innovationThe COVID-19 pandemic highlighted the urgent need for higher education institutions to promote pedagogical innovation. Although it is evident that distance learning is different from emergency remote teaching, this crisis response provided a good opportunity to acknowledge the benefits of distance education. However, for an effective and sustainable change it is essential to identify the key success factors of distance learning. This paper presents the main contributions of a research related to the transition from face-to-face to remote education, carried out in a Portuguese Higher Education School during the COVID-19 pandemic, that explored college students and teaching staff acceptance of emergency remote teaching. From a methodological point of view, we followed a quantitative approach with the application of two questionnaires, one to the students and the other to the teaching staff. We have identified some constraints faced by the respondents, but also a set of factors with a positive impact on distance education success: access to technological resources, digital skills, work conditions, heavy workload, and learning environment; flexibility, guidance, and interaction; assessment criteria and practices are some examples that will be discussed in this paper. Findings from this study enhance the discussion around dimensions such as pedagogical innovation and the development of teaching staff digital skills. Additionally, findings revealed openness of professors and students to adopt distance learning in the future. Finally, these conclusions contribute not only to improve institution's study programs, but also to pave the way for the creation of new ones in distance learning modalities (b-learning or e-learning).EADTURepositório Científico do Instituto Politécnico de SantarémSantos Silva, PerpétuaCorreia, Marisa2022-01-22T22:43:44Z20212021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.15/3866eng1. Silva, P. S., & Correia, M. (2021). Pedagogical Innovation and Distance Education in Higher Education in the (post-) COVID era. In G. Ubachs, S. Meuleman, & A. Antonaci (Eds.). Proceedings of the Innovationg Higher Education Conference 2021 (pp. 81-95). EADTU.978-9079730483info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-21T07:36:02Zoai:repositorio.ipsantarem.pt:10400.15/3866Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:55:31.461174Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Pedagogical innovation and distance education in higher education in the (post-) COVID era |
title |
Pedagogical innovation and distance education in higher education in the (post-) COVID era |
spellingShingle |
Pedagogical innovation and distance education in higher education in the (post-) COVID era Santos Silva, Perpétua COVID-19 pandemic distance education emergency remote teaching higher education pedagogical innovation |
title_short |
Pedagogical innovation and distance education in higher education in the (post-) COVID era |
title_full |
Pedagogical innovation and distance education in higher education in the (post-) COVID era |
title_fullStr |
Pedagogical innovation and distance education in higher education in the (post-) COVID era |
title_full_unstemmed |
Pedagogical innovation and distance education in higher education in the (post-) COVID era |
title_sort |
Pedagogical innovation and distance education in higher education in the (post-) COVID era |
author |
Santos Silva, Perpétua |
author_facet |
Santos Silva, Perpétua Correia, Marisa |
author_role |
author |
author2 |
Correia, Marisa |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico de Santarém |
dc.contributor.author.fl_str_mv |
Santos Silva, Perpétua Correia, Marisa |
dc.subject.por.fl_str_mv |
COVID-19 pandemic distance education emergency remote teaching higher education pedagogical innovation |
topic |
COVID-19 pandemic distance education emergency remote teaching higher education pedagogical innovation |
description |
The COVID-19 pandemic highlighted the urgent need for higher education institutions to promote pedagogical innovation. Although it is evident that distance learning is different from emergency remote teaching, this crisis response provided a good opportunity to acknowledge the benefits of distance education. However, for an effective and sustainable change it is essential to identify the key success factors of distance learning. This paper presents the main contributions of a research related to the transition from face-to-face to remote education, carried out in a Portuguese Higher Education School during the COVID-19 pandemic, that explored college students and teaching staff acceptance of emergency remote teaching. From a methodological point of view, we followed a quantitative approach with the application of two questionnaires, one to the students and the other to the teaching staff. We have identified some constraints faced by the respondents, but also a set of factors with a positive impact on distance education success: access to technological resources, digital skills, work conditions, heavy workload, and learning environment; flexibility, guidance, and interaction; assessment criteria and practices are some examples that will be discussed in this paper. Findings from this study enhance the discussion around dimensions such as pedagogical innovation and the development of teaching staff digital skills. Additionally, findings revealed openness of professors and students to adopt distance learning in the future. Finally, these conclusions contribute not only to improve institution's study programs, but also to pave the way for the creation of new ones in distance learning modalities (b-learning or e-learning). |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021 2021-01-01T00:00:00Z 2022-01-22T22:43:44Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.15/3866 |
url |
http://hdl.handle.net/10400.15/3866 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1. Silva, P. S., & Correia, M. (2021). Pedagogical Innovation and Distance Education in Higher Education in the (post-) COVID era. In G. Ubachs, S. Meuleman, & A. Antonaci (Eds.). Proceedings of the Innovationg Higher Education Conference 2021 (pp. 81-95). EADTU. 978-9079730483 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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EADTU |
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EADTU |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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