Digital Tools Faculty Expected Students to Use during the COVID-19 Pandemic in 2021: Problems and Solutions for Future Hybrid and Blended Courses

Autor/inn/en	Fichten, Catherine; Havel, Alice; Wileman, Susie; Jorgensen, Mary; Arcuri, Rosie; Ruffolo, Olivia
Titel	Digital Tools Faculty Expected Students to Use during the COVID-19 Pandemic in 2021: Problems and Solutions for Future Hybrid and Blended Courses
Quelle	9 (2021) 8, S.24-30 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	COVID-19; Pandemics; Blended Learning; Distance Education; Higher Education; College Students; Technology Uses in Education; Teacher Expectations of Students; Students with Disabilities; Computer Software; Internet; College Faculty; Educational Technology; Inclusion; Computer Oriented Programs; Computer Literacy; Online Courses + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Fakultät; Unterrichtsmedien; Inklusion; Computerprogramm; Computerkenntnisse; Online course; Online-Kurs
Abstract	COVID-19 resulted in a pivot to remote teaching and learning in most North American colleges and universities. All of a sudden faculty expected students to use a variety of digital technologies. Here we report on the technologies post-secondary students had to use and on the problems experienced by students with and without disabilities (e.g., mobility and visual impairments, attention deficit hyperactivity disorder, mental health related disabilities). In a sample of 24 post-secondary students, we found a series of problems related to: software and platform issues; connectivity; how professors managed their courses; classmates' computer behaviors; and equipment issues. We also learned about several beneficial practices and ways to avoid problems that can be retained for future hybrid and blended courses. By giving a voice to post-secondary students our research can inform policies and practices to create a more resilient and inclusive society. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01