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 A...
| Main Authors: | , |
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| Format: | Article |
| Language: | Catalan |
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Universitat Autònoma de Barcelona
2022-11-01
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| Series: | Educar |
| Subjects: | |
| Online Access: | https://educar.uab.cat/article/view/1551 |
| _version_ | 1811321393669734400 |
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| author | Ingrid Noguera-Fructuoso Paloma Valdivia-Vizarreta |
| author_facet | Ingrid Noguera-Fructuoso Paloma Valdivia-Vizarreta |
| author_sort | Ingrid Noguera-Fructuoso |
| collection | DOAJ |
| description |
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.
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| first_indexed | 2024-04-13T13:17:01Z |
| format | Article |
| id | doaj.art-1ff5a933873a4a54880d9480e90a3a2c |
| institution | Directory Open Access Journal |
| issn | 0211-819X 2014-8801 |
| language | Catalan |
| last_indexed | 2024-04-13T13:17:01Z |
| publishDate | 2022-11-01 |
| publisher | Universitat Autònoma de Barcelona |
| record_format | Article |
| series | Educar |
| spelling | doaj.art-1ff5a933873a4a54880d9480e90a3a2c2022-12-22T02:45:26ZcatUniversitat Autònoma de BarcelonaEducar0211-819X2014-88012022-11-0110.5565/rev/educar.1551Teachers’ and students’ perspectives on the intensive use of technology for teaching and learningIngrid Noguera-Fructuoso0Paloma Valdivia-Vizarreta1Universitat Autònoma de BarcelonaUniversitat Autònoma de Barcelona 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. https://educar.uab.cat/article/view/1551distance educationteachers’ perceptionsstudents’ perceptionslearning scenarioshigher educationlessons learned |
| spellingShingle | Ingrid Noguera-Fructuoso Paloma Valdivia-Vizarreta Teachers’ and students’ perspectives on the intensive use of technology for teaching and learning Educar distance education teachers’ perceptions students’ perceptions learning scenarios higher education lessons learned |
| title | Teachers’ and students’ perspectives on the intensive use of technology for teaching and learning |
| title_full | Teachers’ and students’ perspectives on the intensive use of technology for teaching and learning |
| title_fullStr | Teachers’ and students’ perspectives on the intensive use of technology for teaching and learning |
| title_full_unstemmed | Teachers’ and students’ perspectives on the intensive use of technology for teaching and learning |
| title_short | Teachers’ and students’ perspectives on the intensive use of technology for teaching and learning |
| title_sort | teachers and students perspectives on the intensive use of technology for teaching and learning |
| topic | distance education teachers’ perceptions students’ perceptions learning scenarios higher education lessons learned |
| url | https://educar.uab.cat/article/view/1551 |
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