Transition to Distance Education in 2020 – Challenges among University Faculty in Sweden

Hietanen, Mika; Svedholm-Häkkinen, Annika M.

doi:10.1080/00313831.2021.2021444

Cited by 16 publications

(18 citation statements)

References 13 publications

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“…Discussing faculty challenges, many researchers described them as "unique educational crisis in teaching" [Hietanen & Svedholm-Häkkinen 2022] mostly because of the lack of formal training, little practical experience, and low level of motivation and desire to teach online [Lederman 2019]. others, who share the opinion that the online learning has more disadvantages, first of all, point to the low quality of online coursework and emphasize that very often the facilitators are not properly trained in online delivery and use the same methodologies as they are in the habit of applying off-line.…”

Section: Literature Reviewmentioning

confidence: 99%

Positive experience and further prospects for online education

Luganskaya

Suslova

2023

Vestnik of Samara University. History, pedagogics, philology

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The article focuses on the positive aspects of online education and discusses the lessons learned and effective practices that can be brought back into conventional face-to-face classes. Unlike numerous studies pointing out disadvantages of distance education, the authors contend that online education during the pandemic was quite efficient, enabling them to take away a lot of useful findings, techniques, and experiences. The paper describes the results of the study conducted among freshmen and sophomores, as well as lecturers of the Department of the English language and the administration of Baikal International Business School of Irkutsk State University. Using student and teacher questionnaires, a dean interview, and observation, the authors collect multiple psychographic, motivational, and behavioral data allowing to find out preferences and opinions of online education. As a result of their research, the authors come to the conclusion that the main outcomes of online teaching are more collaboration for course development and preparation of student assessment, the integration of MOOCS into conventional courses, the use of numerous interactive technologies and videoconferencing platforms for various purposes, more reflection on teaching and student learning, and more opportunities for professional growth. Overall, teachers report becoming more knowledgeable, better equipped, and more competent. Besides professional benefits, after overcoming the challenges of online teaching, the instructors seem to have become more stress-resistant and resourceful.

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Section: Literature Reviewmentioning

confidence: 99%

Positive experience and further prospects for online education

Luganskaya

Suslova

2023

Vestnik of Samara University. History, pedagogics, philology

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“…This can be explained by a lack of training, support, and teaching resources that were available to university teachers in assisting them with a transition to online modes of teaching. There is evidence for this in rich and poor countries alike, such as in Australia (Dodo-Balu, 2017 , 2018 , 2022 ), Bangladesh (Saha et al, 2022 ), China (Liu et al, 2022 ; Tsegay et al, 2022 ), Egypt (Elewa et al, 2022 ), Japan (Kita et al, 2022 ), Pakistan (Shahid et al, 2022 ; Yasmin, 2022 ), Sweden (Hietanen and Svedholm-Häkkinen, 2023 ), Vietnam (Nguyen et al, 2022 ), and the United States (Sessions et al, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Nudge or not, university teachers have mixed feelings about online teaching

Banerjee

Jambrina-Canseco

Brundu-Gonzalez

et al. 2023

Humanit Soc Sci Commun

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We designed and administered an online survey experiment to 444 educators in a large social sciences university in the United Kingdom to evaluate their perceptions on the effectiveness of online teaching methods. We find that a nudge, designed to inform educators about the benefits of online teaching, does not improve the personal evaluations of educators in our sample (ntreat = 142, ncontrol = 142) about this new mode of teaching. Overall, most respondents in our sample report being comfortable with online teaching methods and think this form of teaching can continue to have some positive impact. Nonetheless, they do not favour any further online transition away from traditional modes of teaching. Online teaching is largely perceived by a majority of these educators to negatively affect student well-being and their overall university experience. We call for more experimental research in higher educational settings to evaluate the role of edunudges in improving the uptake of online teaching tools.

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“…Asimismo, los resultados del estudio de Damşa et al (2021) en el que participaron 171 docentes universitarios de Noruega muestran que, si bien la mayoría se decantaron por herramientas de enseñanza en línea que apenas habían utilizado antes de la pandemia, muchos eligieron la opción "más segura y cómoda" de las conferencias pregrabadas. Por tanto, aunque la mayoría de los docentes comenzaron a utilizar herramientas nuevas, éstas se limitaron únicamente a las "necesarias" (Hietanen & Svedholm-Häkkinen, 2022). Revista de Estilos de Aprendizaje / Journal of Learning Styles, Volumen 16, Nº 31, 69-81.…”

Section: Introductionunclassified

La competencia digital y el uso de herramientas tecnológicas en el profesorado universitario

Pérez-López¹,

García²

2023

REA

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El uso de las tecnologías en la Educación Superior es imprescindible por su impacto en el desarrollo de las competencias y habilidades necesarias para el siglo XXI. La pretensión del estudio fue evaluar el dominio digital del profesorado en diferentes áreas competenciales, la frecuencia en el manejo de herramientas tecnológicas en el proceso de enseñanza y la posible relación entre ambos constructos. Para ello, se diseñó un estudio cuantitativo mediante un análisis descriptivo e inferencial de corte transversal en el que participaron 220 docentes de una universidad española. Los hallazgos más relevantes ponen de manifiesto que el profesorado posee un dominio competencial intermedio con variaciones en función de las áreas competenciales. Así mismo indican que el profesorado recurre con mayor asiduidad a aquellas herramientas que no requieren un alto dominio pedagógico y didáctico de las tecnologías. Finalmente, constatan que el profesorado con un dominio medio o Avanzado en todas las áreas competenciales utiliza con mayor frecuencia tecnologías con marcado componente pedagógico-didáctico. El estudio señala la necesidad de proporcionar una formación centrada en dicho componente para mejorar la competencia digital del profesorado y el uso de herramientas tecnológicas. Se señalan futuras líneas de investigación que validen estos hallazgos preliminares.

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Transition to Distance Education in 2020 – Challenges among University Faculty in Sweden

Cited by 16 publications

References 13 publications

Positive experience and further prospects for online education

Positive experience and further prospects for online education

Nudge or not, university teachers have mixed feelings about online teaching

La competencia digital y el uso de herramientas tecnológicas en el profesorado universitario

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