COVID ‐19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis

Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

“…The 2019 EDUCAUSE Horizon Report cites the significant challenges that are more likely to impede technology adoption as "improving digital fluency", "increasing demand for digital learning experience and instructional design expertise", "the evolving roles of faculty with ed tech strategies", "advancing digital equity", and "rethinking the practice of teaching"-out of which, the first two are the most solvable [29] (pp. [13][14][15][16][17][18][19]. Therefore, one can argue that rather than considering this report as the end of the discussion about the use of technology in students' learning experiences, it is important to pose the question of how the meaning and use of these findings might change in the face of COVID-19 and emergency remote LTA.…”

“…There is an emerging body of knowledge exploring the impacts of the COVID-19 pandemic on higher education [1][2][3][4][5][6][7][8]. Many universities across different countries have experienced an unprecedented transition from face-to-face to various forms of online education and remote learning amid the COVID-19 outbreak and subsequent lockdowns as discussed in case studies in China [9], India [10], Bulgaria [11], Pakistan [12], and Germany [13], among others. Reflecting on the early experiences of managing the conditions of uncertainty and emergency can pave the way for developing more nuanced approaches to learning, teaching, and assessment (LTA), and for enhancing the resilience of the higher education sector in the face of public health crises.…”

Vivo y enseñando, pero… ¿por cuánto tiempo? Cuando las circunstancias sociales y los tiempos de pandemia convierten la pasión por la enseñanza en duda y desánimo

“…Entre las razones que subyacen en esta nueva manera de entender la profesión como un proceso meramente virtual destacan las de índole económico (Deming et al, 2015), a pesar de sus limitaciones en el aprendizaje (Di & Ying, 2019) y de ahondar en la brecha socioeconómica (Baum & McPherson, 2019). A pesar de todo, la pandemia ha acelerado la tendencia a la virtualización de la enseñanza (Bao, 2020;Skulmowski & Rey, 2020), incrementando con ello el tiempo de trabajo, la burocracia y la vigilancia hacia el profesorado. En estos días en los que somos esclavos de nosotros mismos (Han, 2015) se obliga al docente a trabajar feliz de manera que el culto al hacer y al no poder-poder más se tiña de cierta aura de libertad.…”

Attitudes of Russian University Academic Staff to Forced Distant

“…Российские и зарубежные ученые говорят о том, что пандемия имела двойной, парадоксальный эффект [5][6][7][8][9][10][11]. С одной стороны, вскрылись проблемы системы высшего образования, которые только усугубились пандемией (цифровое неравенство вузов, преподавателей, студентов; низкий уровень квалификации преподавателей в области ИКТ; неразвитость инфраструктуры большинства периферийных вузов, недостаток специалистов в области создании онлайн-ресурсов и контроля качества таких ресурсов).…”