Teaching in Distance Education: Subjectivation Processes

Abstract

The present study was produced to investigate how university professors experienced the transition from on-site higher education to teaching in distance education, focusing on teaching subjectivity in the variations resulting from the new work situation. Methodologically, it is a qualitative research conducted by semi-structured interviews and which adopted the case study as a strategy, aiming at the detailed characterization of the changes produced in the ways of working. The discussion of the results revealed the huge gap between classroom teaching and distance education which evidenced the adoption of maintenance insertion strategies in the new working conditions. The professors’ subjectivation processes were evidenced, as well as the control procedures that start to focus on the teaching work in the new modality. As a provisional conclusion, the disappearance of the face-to-face relationship and the precariousness of teaching work were highlighted.

Some aspects of adapting the educational process of Ukrainian higher education to the global challenges of the XXI Century: a forecast of the future

“…The development of technology can create new learning formats, improve access to knowledge, and ensure deeper integration with other fields of science and technology. Expanding the diversity of higher education will increase the number of specialties and study programs (Sardi & Carvalho, 2022;Simpson, 2013). At the same time, there may be an increase in competition between higher education institutions, which may result in some of them ceasing to exist as less competitive (or significantly limiting the quality of educational services provided).…”