Teachers’ and students’ perspectives on the intensive use of technology for teaching and learning
Copyright policy )Teachers’ and students’ perspectives on the intensive use of technology for teaching and learning
The health crisis caused by COVID-19 compelled university teachers to adapt their learning scenarios to new technology-mediated contexts. This paper analyses teaching and learning experiences, strategies and lessons learned during the lockdown period at the Faculty of Education of the Universitat Autònoma de Barcelona (N=29 teachers, 227 students). The results reveal that participants experienced difficulties (lack of literacy in online pedagogies and work overload among lecturers; privation of physical presence and fluent communication among students). Teachers acquired knowledge around digital technologies and are predisposed to learn about innovative teaching methods supported by technologies. Students are dissatisfied with the learning experience, although they value the opportunities for flexible learning and saving time on commuting. Teaching strategies were less innovative and active than usual, and usually involved a combination of synchronous time for lectures and resolving problems, and self-study. Nevertheless, students valued more traditional teaching strategies (i.e. combinations of lectures and tutoring). The paper concludes that the teachers’ view of the use of digital technologies has improved, although training is needed to make effective use of such technologies for active learning and innovative approaches to teaching.
Perspectives de l'alumnat, Educació superior, España, Learning scenarios, Percepciones del alumnado, Lecciones aprendidas, Distance education, teachers’ perceptions, enseñanza a distancia, learning scenarios, Percepciones del profesorado, nuevas tecnologías, lessons learned, Higher education, L7-991, alfabetización digital, students’ perceptions, Escenaris d'aprenentatge, competencia digital, método activo, Students' perceptions, COVID-19, Education (General), Lessons learned, Teachers' perceptions, Educació a distància, Escenarios de aprendizaje, distance education, higher education, enseñanza superior, Educación a distancia, Educación superior, Lliçons apreses, necesidad de formación, innovación pedagógica, Perspectives del professorat
Perspectives de l'alumnat, Educació superior, España, Learning scenarios, Percepciones del alumnado, Lecciones aprendidas, Distance education, teachers’ perceptions, enseñanza a distancia, learning scenarios, Percepciones del profesorado, nuevas tecnologías, lessons learned, Higher education, L7-991, alfabetización digital, students’ perceptions, Escenaris d'aprenentatge, competencia digital, método activo, Students' perceptions, COVID-19, Education (General), Lessons learned, Teachers' perceptions, Educació a distància, Escenarios de aprendizaje, distance education, higher education, enseñanza superior, Educación a distancia, Educación superior, Lliçons apreses, necesidad de formación, innovación pedagógica, Perspectives del professorat
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