What Kind of Teaching in the Post-Digital Era? The Challenges of Schools and Universities after the Pandemic: An Explorative Survey at University of Bari Aldo Moro

Autor/inn/en	Fornasari, Alberto; Conte, Matteo
Titel	What Kind of Teaching in the Post-Digital Era? The Challenges of Schools and Universities after the Pandemic: An Explorative Survey at University of Bari Aldo Moro
Quelle	In: Research on Education and Media, 15 (2023) 1, S.88-94 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fornasari, Alberto) ORCID (Conte, Matteo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2037-0830
DOI	10.2478/rem-2023-0012
Schlagwörter	Educational Change; Pandemics; COVID-19; Teaching Methods; Institutional Mission; Universities; Blended Learning; Technology Uses in Education; In Person Learning; Instructional Innovation; Student Surveys; Student Attitudes; Futures (of Society); Undergraduate Students; Educational Planning; Foreign Countries; Online Courses; Student Motivation; Teacher Student Relationship; Peer Relationship; Instructional Effectiveness; Distance Education; Italy + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational Innovation; Bildungsinnovation; Schülerbefragung; Schülerverhalten; Future; Society; Zukunft; Bildungsplanung; Ausland; Online course; Online-Kurs; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Unterrichtserfolg; Distance study; Distance learning; Fernunterricht; Italien
Abstract	All around the world, schools and universities should re-think and update teaching to adjust to technological changes and exploit their potentialities by means of hybrid teaching (Limone, 2013). Considering teaching in presence as absolutely good and online teaching as bad and necessary only during the pandemic is ideological, reductive and wrong (Ferri, Moriggi, 2018). If properly used in an ad-hoc pedagogical approach, technology represents an opportunity for students (Bonaiuti, Dipace, 2021), who can participate in training and updating processes and better adapt to changes. The long and complex post-pandemic period should allow the experimentation of a better integration between teaching in the classroom and technologically 'augmented' teaching. The process of digitalisation and methodological innovation should become permanent, as suggested in Mission number 4 -- Education and Research of the NPRR. This was the starting point for an explorative survey (Lucisano, Salerni, 2002) conducted with 400 students of the University of Bari in order to research their challenges and levels of satisfaction with the online courses attended in the a.a. 2020/2021. The survey shows the difficulties with distance teaching and presents an overview on possible future blended approaches. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01