Towards an integral pedagogy in the age of ‘digital <i>Gestell</i>’: Moving between embodied co-presence and telepresence in learning and teaching practices

Aroles, Jeremy; Küpers, Wendelin

doi:10.1177/13505076211053871

Cited by 20 publications

(23 citation statements)

References 128 publications

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“…The advent of unexpected coronavirus crisis sparked the ongoing discussion on the significance of the digitalisation of the universities worldwide and the risks or opportunities of the normalisation of online teaching. Many scholars tend to examine the emergency remote learning as an opportunity towards the digital transformation of the universities that will have a positive effect in the teaching methods (Zawacki-Richter 2021 ), improving the quality of education (Rodríguez-Abitia et al 2000 ) and the need to move between embodied and digital(ised) forms of learning towards an integral pedagogy (Aroles and Küpers 2021 ). Others stress the perspective of inclusive considerations for optimal online learning in times of crisis, providing benefits for inclusion of divergent student voices, including students with disabilities (Thompson and Copeland 2020 ) or those who live in remote rural areas.…”

Section: On the Digitalisation Of Higher Educationmentioning

confidence: 99%

“…Often techno-sceptic views underestimate the challenge of integral pedagogy in the digital era. This perspective presupposes pedagogic approaches that create awareness of existing inequalities in higher education, employing technologies as means to enhance access to education, to improve learning achievement and to make space for collaborating experiences and interactions, reintegrating the body and embodiment into digitalised learning (Aroles and Küpers 2021 ; Cocquyt et al 2019 ; Laufer et al 2021 ).…”

Section: On the Digitalisation Of Higher Educationmentioning

confidence: 99%

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On the digitalisation of higher education in times of the pandemic crisis: techno-philic and techno-sceptic attitudes of social science students in Crete (Greece)

Zaimakis

Papadaki

2022

SN Soc Sci

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Drawing upon empirical evidence from a research carried out at the University of Crete, this paper investigates the social sciences students’ perception towards their experiences regarding the emergency online learning amidst the COVID-19 pandemic. The study reveals aspects of digital divides, as well as divergent perceptions of students, ranging from techno-philic attitudes that enthusiastically welcome the pivot to online learning, to ambivalent opinions expressing moderate satisfaction and techno-sceptic views, criticising pandemic pedagogies through digitalised forms of learning. The analysis sheds light on the contextual factors associated with the dystopic condition of the protracted economic crisis and the pandemic, that lie behind the claims of many students, revealing a main tension between contrasting perceptions of digital education. Students with positive attitudes towards online learning tend to highlight the advantages in regard to time and space flexible modalities of digital education, embracing it as an inclusive practice that responds to the social and educational needs of students, especially at times of crisis. Techno-sceptic attitudes criticise online learning models fοr lowering the academic standards, separating students from the real-life world on campus and repositioning them in digital settings where common physical experience, affective body language and classroom socialisation are missing. The article offers insight in the ongoing discussion of the emergency remote learning and underlines the political and pedagogical significance of the accelerating digitalisation of the universities in the post-COVID era.

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Section: On the Digitalisation Of Higher Educationmentioning

confidence: 99%

Section: On the Digitalisation Of Higher Educationmentioning

confidence: 99%

On the digitalisation of higher education in times of the pandemic crisis: techno-philic and techno-sceptic attitudes of social science students in Crete (Greece)

Zaimakis

Papadaki

2022

SN Soc Sci

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“…Especially during the COVID-19 pandemic, social media is increasingly popular when face-to-face communication has been largely interrupted (Tse et al, 2022;Yu, Lam & Chiu, 2022). During the pandemic, instructors may face challenges to re-embody the course (Aroles & Küpers, 2021), where social media may help enhance students' engagement in learning. Therefore, universities should offer adequate training and IT support to instructors, in addition to COVID-related training and funding (Earle & Leyva-de la Hiz, 2021;Huang et al, 2021;2022), especially for those preferring traditional teaching approaches to engage them in using social media tools as aids to effectively and efficiently for better class communication and interaction (Lei et al, 2021).…”

Section: Practical and Managerial Suggestionsmentioning

confidence: 99%

Social media aids for business learning: A quantitative evaluation with the 5E instructional model

et al. 2023

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Social media use is widely accepted in higher education, connecting students' learning with daily life. Considering the potential of social media to revolutionize the whole spectrum of teaching and learning, this study examines social media usage of business school students of different majors and their perception of social media as learning aids through a quantitative online survey guided by the 5E instructional model, with 423 valid responses from students majoring in accounting, finance, and economics. Results indicated that respondents perceived social media as influential in helping them access study-related information. It facilitated comprehensive learning, information access, information sharing, and student communication with instructors. Significant differences in perceptions of using social media as aids for business learning were found among students of different demographics, including gender, education level, and residence, but not quite for different majors. While various studies have examined the use of social media in education, scant studies focus on business school students under the lens of the 5E instructional model, especially Asians.

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“…Previous studies (Akmaliyah et al, 2020;Di Pietro et al, 2020;Pikhart & Al-Obaydi, 2023;Rapanta et al, 2020) highlighted challenges that encompass disparities in accessing reliable internet connections, insufficient technical support, deficiency in technology training, absence of social physical presence, as well as pedagogical issues pertaining to the adjustment of curriculum and instruction to conform to online environments. Consequently, it became necessary to enhance knowledge while acquiring online management skills, and incorporate virtual thinking methodologies, and innovative pedagogies while exploring virtual reality technology (Aroles & Küpers, 2021;Basilaia et al, 2020;Xiao & Muñoz, 2020). In other words, determining the most appropriate approaches for teaching translation in inclusive online contexts was a persistent challenge, especially for teachers who made this transition for the first time, including teachers in the English Department, College of Languages and Translation, at Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia.…”

Section: Introductionmentioning

confidence: 99%

Exploring Cognitive Teaching Approaches for Inclusive Translation Online Classes: A Case Study During the COVID-19 Pandemic

Madkour,

Alaskar

2024

tpls

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This study explored teachers’ lived experiences of teaching translation inclusively online for the first time during the lockdown of the COVID-19 pandemic. The participants teach English and translation in the English Department, College of Languages and Translation, at Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. Data were collected using a 5-point Likert questionnaire and semi-structured interviews. The study delved into the teaching approaches that teachers used to achieve course objectives, and the technology tools they embedded into the Learning Management System (LMS). The results indicated (73%) positive experiences, with (86.8%) finding the LMS effective for delivering instructional plans and (78.5%) reporting an increase in awareness of continuous technology education. The emergent themes of cognitive approaches included project-based instruction (89%), collaborative techniques (71%), conference-based strategies (64%), and constructivist approaches (50%). The results also showed improvements in students’ translation skills (80.7%), linguistic abilities (83.2%), social skills (78.5%), communicative skills (65.1%), and psychometric abilities (78.3%), indicating the positive effects of technology on cognitive domains. The findings illustrated that adopting effective instructional methods and integrating operative technological tools can significantly contribute to delivering enriched online content. The study recommends integrating Cultural Translation and Interpretation Studies (CTIS) and Cognitive Translation Studies (CTS) into professional development programs to enhance innovative teaching approaches for online settings. Consequently, the study contributes to language and translation education and technology by presenting an inclusive model that emphasizes the importance of incorporating translation theories, teaching methodologies, and appropriate technologies for effective online teaching.

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Towards an integral pedagogy in the age of ‘digital Gestell’: Moving between embodied co-presence and telepresence in learning and teaching practices

Cited by 20 publications

References 128 publications

On the digitalisation of higher education in times of the pandemic crisis: techno-philic and techno-sceptic attitudes of social science students in Crete (Greece)

On the digitalisation of higher education in times of the pandemic crisis: techno-philic and techno-sceptic attitudes of social science students in Crete (Greece)

Social media aids for business learning: A quantitative evaluation with the 5E instructional model

Exploring Cognitive Teaching Approaches for Inclusive Translation Online Classes: A Case Study During the COVID-19 Pandemic

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