Online training of higher education teachers: an experience in times of pandemic

Abstract

This article appears as an opportunity to reflect on the practice of a group of Higher Education teachers who conceived, developed and tested an online pilot course as part of an ERASMUS + KA2 project. The group of teachers and course participants, also teachers of higher education, made a very positive assessment of this work. However, there are aspects that could be improved. In future sessions, special attention should be paid to explaining the objectives of the course and the tasks to be performed by the participants, and there should also be more opportunities for interaction between the participants and between them and the trainers.

Fully Online In-demand Skill Training: Understanding Participant’ Reason and Reaction

“…From a practical standpoint, several advantages of online training have been discussed to highlight the convenience that conventional training settings are unable to provide. Rodrigues et al (2021) attempted to implement a blended training model for a group of higher education teachers by integrating an asynchronous approach with digital instructional materials displayed in a Learning Management System and a synchronous session with reflection and debates. The final result of the pilot study of the blended training model was well received and ought to be considered a success factor in the online training (Rodrigues et al, 2021).…”

“…Rodrigues et al (2021) attempted to implement a blended training model for a group of higher education teachers by integrating an asynchronous approach with digital instructional materials displayed in a Learning Management System and a synchronous session with reflection and debates. The final result of the pilot study of the blended training model was well received and ought to be considered a success factor in the online training (Rodrigues et al, 2021). Further reported by Camiré et al (2020) that employed online coach training programs to help coaches teach life skills using sports education resulted in a positive directional change in coaches' perceptions.…”