ABSTRACT
Educational environments have been affected by the COVID-19 pandemic and have evolved to support classes, which involve in some cases synchronous hybrid learning environments. These environments enable students attend classes online and on-site simultaneously. Synchronous hybrid environments provide a greater flexibility for students but, in contrast, are likely to increase teachers’ orchestration load and decrease interactions between students, especially between those online and those on-site. This study proposes a scenario to explore the factors affecting the orchestration load and the student interactions in collaborative and synchronous hybrid learning environments. The scenario involves the use of a collaborative learning flow pattern (jigsaw) and the technologies that will enable the data collection to understand such factors affecting to orchestration load and interaction. The outcomes from the implementation of this scenario will provide useful insights to further understand the benefits and limitations of synchronous hybrid learning environments. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
The health crisis caused by the COVID-19 has entailed the global digitalization of the social, economic and educational spheres. Universities had to adopt the so-called 'emergency remote learning' model. Adopting the online format as a temporary replacement for in-person teaching - in most cases, lacking the human and material resources necessary for such a sudden implementation - has affected the performance of the educational community. The changes in students' participation and interaction, both inside and outside the classroom (be it in-person or online), have raised interest in both implementing corrective measures during the adaptation to the online format and designing key elements for hybrid teaching systems in the post-COVID era. This study presents some research carried out on this variable among undergraduate and Master students in the field of Engineering. Specifically, we have collected and analyzed data related to their participation in online sessions - compared to the in-person format - , focusing on elements perceived as facilitators and barriers. Analysis of the results reveals that both undergraduates and Master students acknowledge that their participation has been affected compared to in-person classes. Although they have the resources and space they need to attend classes, their participation is affected by factors such as activating their cameras or the impossibility of full communication through the online format, among others. © 2021 IEEE.
ABSTRACT
COVID-19 thrust teachers into emergency online pedagogy. Teachers had to rapidly digitize their practices. A week into compulsory online teaching, we captured a snapshot of teacher experiences to identify their impressions of support received and the challenges they faced in relation to teaching remotely. We conducted a survey study with primary and secondary school teachers in Spain. 67 teachers completed an adapted version of SELFIE to measure the way digital technologies are used for teaching. Respondents were directed to mark two responses to each survey item to reflect the situations both before and during the pandemic. Results indicate that during the pandemic teachers had more training opportunities, found online professional training to be of greater use, and gained confidence in using a wide variety of technologies for both teaching and communicating with parents and students. However, the digital divide among students and a lack of technical resources and support affected their abilities to carry out online education effectively. Our study highlights teachers’ perspectives on the rapid advancement of digital competences and technology in education. Information that can inform TEL research and interventions. © Springer Nature Switzerland AG 2020.