Online, Hybrid, and Face-to-Face Learning through the Eyes of Faculty, Students, Administrators, and Instructional Designers: Lessons Learned and Directions for the Post-Vaccine and Post-Pandemic/COVID-19 World

Autor/inn/en	Singh, Jitendra; Evans, Erica; Reed, Amber; Karch, Lisa; Qualey, Karen; Singh, Lovely; Wiersma, Hannah
Titel	Online, Hybrid, and Face-to-Face Learning through the Eyes of Faculty, Students, Administrators, and Instructional Designers: Lessons Learned and Directions for the Post-Vaccine and Post-Pandemic/COVID-19 World
Quelle	In: Journal of Educational Technology Systems, 50 (2022) 3, S.301-326 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singh, Jitendra) ORCID (Reed, Amber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/00472395211063754
Schlagwörter	COVID-19; Pandemics; Immunization Programs; Online Courses; Blended Learning; School Closing; Educational Technology; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Instructional Design; Success; Technology Integration; Teacher Student Relationship; Responsibility; Pedagogical Content Knowledge; Technological Literacy; Inquiry; Educational Quality; Evidence Based Practice; Conventional Instruction + Suchen Sie Ihr Suchwort? Immunisierung; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Lehrerverhalten; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Erfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Verantwortungsübernahme; Zuständigkeit; Pädagogische Kompetenz; Technisches Wissen; Quality of education; Bildungsqualität
Abstract	This exploratory study builds upon the expertise of a panel of faculty, administrators, students, and instructional designers (IDs) who lived through the pandemic and dealt with the associated challenges firsthand. These participants provided insight on how to establish systems that would create successful online teaching and learning opportunities in the post-vaccine and post-pandemic world. Four major themes emerged: (1) "integrating technology to facilitate and enhance education"; (2) "structural support and resources needed to build sound processes for effective online education"; (3) "establishing faculty presence to facilitate learning"; and (4) "joint ownership and responsibility of learning--everyone must play a part." These themes have been described in light of theoretical frameworks, such as the Technological Pedagogical and Content Knowledge (TPACK) model, Community of Inquiry (COI), and Continuous Quality Improvement (CQI). Finally, evidence-based tips will allow academic institutions to successfully emerge out of the pandemic while still making plans to adjust and adapt in the post-vaccine world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01