Designing the 'New Normal': Key Insights from the Pandemic for Transforming Online Learning Going Forward

Autor/inn/en	Charbonneau-Gowdy, Paula; Salinas, Dánisa; Oyanedel, Juan Carlos; Magaña, Héctor
Titel	Designing the 'New Normal': Key Insights from the Pandemic for Transforming Online Learning Going Forward
Quelle	In: Contemporary Educational Technology, 15 (2023) 3, S.446 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Charbonneau-Gowdy, Paula) ORCID (Salinas, Dánisa) ORCID (Oyanedel, Juan Carlos) ORCID (Magaña, Héctor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Attitudes; Instructional Design; MOOCs; COVID-19; Pandemics; Constructivism (Learning); Longitudinal Studies; Student Attitudes; Learning Theories; Electronic Learning; Self Concept; Teaching Methods; Technology Transfer; Barriers; Student Centered Learning; Transformative Learning; Information Technology; Technological Literacy; Educational Experience; College Students; Teacher Student Relationship; College Faculty; Foreign Countries; Chile + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Learning theory; Lerntheorie; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Technologietransfer; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Pädagogische Transformation; Informationstechnologie; Technisches Wissen; Bildungserfahrung; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Ausland
Abstract	The deep disruption to education caused by the move to online learning during COVID-19 was unprecedented. While most educational stakeholders adapt to the transition back to a "new normal", it seems an obvious time for constructivist reflection on the lessons learned. The aim of this longitudinal inquiry was to examine the experiences of higher education learners in Chile during the pandemic for potential insights to be gained. The focus was on students in multidisciplinarian fields and the changes to their perspectives, practices, and identities. Working within the qualitative paradigm, data was gathered using interviews (n=22), surveys (n=1,054, n=1,137, n=205) and field notes. Learners' experiences were mapped against contemporary e-learning theory and 21st century learner identity goals. Through this lens, pedagogical practices, course designs, and uses of technology reflected in online spaces were found to influence learners and their learning in complex ways. Two key themes emerged in the analysis: (1) exposure to conventional pedagogy, information transfer and assessment-driven designs and technology challenges online, left students discouraged with their learning progress and disparaging of their future workplace preparedness and (2) students who experienced learner-centered practices online, supported by contemporary learning theory and community-building course designs and technologies, underwent transformative changes to their learning and identities and feeling confidently qualified for their post study careers. In view of the increasing role e-learning will play in this century, we believe further empirical research of this kind into a myriad of global, digital learning contexts, could help transform online learning and learners in our new post pandemic reality. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01