University Teacher Training During the COVID-19 Emergency: The Role of Online Teaching-Learning Tools

Llerena-Izquierdo, Joe; Ayala-Carabajo, Raquel

doi:10.1007/978-3-030-68418-1_10

Cited by 28 publications

(14 citation statements)

References 20 publications

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“…Many administrative processes, such as student registration, examination, and assessment, are becoming entirely online ( Almazova et al, 2020 ; AbuJarour et al, 2021 ). HEIs are forced to relook into their training and development programs ( Almaiah et al, 2020 ; Llerena-Izquierdo and Ayala-Carabajo, 2021 ) to ensure that the students, teaching staff, and administrators are technically competent and the university could still function to disseminate and manage the academic process.…”

Section: Discussionmentioning

confidence: 99%

A Delphi method on the positive impact of COVID-19 on higher education institutions: Perceptions of academics from Malaysia

Tee

Rasli²,

Toh³

et al. 2022

Front. Psychol.

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The COVID-19 pandemic has drastically altered the education sector. Rather than the impact of COVID-19, many higher education institutions (HEIs) are on the verge of insolvency due to a lack of digital transformation readiness and poor business models. The bleak financial future many HEIs will face while others may be forced to close their doors completely will erode HEIs’ ability to fulfil their societal responsibilities. However, HEIs that have survived and maintained their operations anticipate the transition to online learning or the effects of any economic crisis, including university closures in the short, medium, or long term. The entire educational ecosystem was forced to transform its operations quickly and entirely to an online teaching-learning scenario in just a few weeks. Notably, HEIs that have long offered online courses worldwide can easily transition to digital teaching and learning when necessary. The second roundtable session’s result of the International Higher Education Conference, organized by INTI International University on March 31 2022, was used to organize a Delphi method to identify further factors that positively impact HEIs by COVID-19. The importance of these factors was then determined using Kendall’s coefficient of concordance. Recommendations on how HEIs should move towards institutional sustainability during the endemic phase are presented accordingly.

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Section: Discussionmentioning

confidence: 99%

A Delphi method on the positive impact of COVID-19 on higher education institutions: Perceptions of academics from Malaysia

Tee

Rasli²,

Toh³

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…They also conducted a workshop which also aimed at motivating and improving the emotional state of teachers, who were adversely affected by being subject to isolation due to the COVID-19 quarantine. This process has gradually empowered teachers' ability to use ICT tools, while also engaging in real-life communication, helping teachers start the new online academic term in a positive manner [21]. Due to the pandemic conditions, people and institutions now spend more time online more than ever before.…”

Section: Discussionmentioning

confidence: 99%

The impact of digital transformation in teachers’ professional development during the COVID-19 pandemic

Kahraman

Biçen

2022

COMSIS J

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This article presents a study conducted to reveal the positive and negative aspects of professional development programs conducted to teachers in distance education during the novice COVID-19 pandemic and investigates whether the programs contributed to the digital transformation competencies the teachers acquired through these programs. The case study was carried out with a total of 30 teachers, who took part in the study voluntarily. Qualitative and quantitative data collection methods were used in order to ensure the validity, reliability, and consistency of the research. Once the teacher-oriented professional development program was completed, the teachers were subjected to an achievement test and a self-assessment questionnaire. A focus group interview was conducted to collect various views of 18 teachers regarding the program. This study also reveals that teacher-oriented professional development programs can be applied efficiently through online education and have a crucial role in strengthening and enhancing the technical competencies of the teachers involved in distance education.

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“…Consequently, subjects and disciplines that do not contribute to mathematical utility or economic rationality are no longer considered necessary. Additionally, such an approach leads to conceptual and cultural ignorance through taking tests, memorizing information, and the inability to question information [22,23]. In this context, what can be done to subvert this approach to university teaching and training?…”

Section: Literature Reviewmentioning

confidence: 99%

A Transpraxis Approach to Higher Education: A Case Study on Methodological Orientations

Gutiérrez-Ujaque¹

2023

Higher Education - Reflections From the Field - Volume 4

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The critical pedagogy approach opens the door to exploring the Transpraxis Approach (TA) in Higher Education (HE) as a crucial element in promoting social justice through solving social and real problems in the immediate environment. In this study, methodological principles for TA implementation are described. During the academic year 2020–2021, a case study following a participatory action research method was conducted at the University of Lleida to demonstrate how TA can be implemented in the educational methodology of two subjects in two different academic disciplines. A total of 160 students participated: seventy-eight with a bachelor’s degree in Social Education and eighty-two with a bachelor’s degree in Industrial Engineering. The twenty-seven projects carried out cooperatively by the students were analyzed using content analysis through a system of categories. According to the research, cooperative and experiential learning between university degrees is essential to creating curricular experiences beyond disciplinary boundaries and fragmented knowledge. The paper concludes with ten methodological principles for implementing TA in HE, which present university education as an enabling, collaborative, and critical response to real problems.

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University Teacher Training During the COVID-19 Emergency: The Role of Online Teaching-Learning Tools

Cited by 28 publications

References 20 publications

A Delphi method on the positive impact of COVID-19 on higher education institutions: Perceptions of academics from Malaysia

A Delphi method on the positive impact of COVID-19 on higher education institutions: Perceptions of academics from Malaysia

The impact of digital transformation in teachers’ professional development during the COVID-19 pandemic

A Transpraxis Approach to Higher Education: A Case Study on Methodological Orientations

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