COVID-19 Emergency Remote Teaching: Lessons Learned from Five EU Library and Information Science Departments
Analysis of the context and response to the coronavirus disease 2019 (COVID-19) lockdown of five European Library and Information Science Departments: University of Barcelona (Spain), University of Hildesheim (Germany), University of Osijek, University of Zagreb (Croatia), and University of Library...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
De Gruyter
2023-12-01
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| Series: | Open Information Science |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/opis-2022-0159 |
| _version_ | 1797362111090786304 |
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| author | Boté-Vericad Juan-José Urbano Cristóbal Argudo Sílvia Dreisiebner Stefan Feldvari Kristina Kucina Softic Sandra Santos-Hermosa Gema Todorova Tania |
| author_facet | Boté-Vericad Juan-José Urbano Cristóbal Argudo Sílvia Dreisiebner Stefan Feldvari Kristina Kucina Softic Sandra Santos-Hermosa Gema Todorova Tania |
| author_sort | Boté-Vericad Juan-José |
| collection | DOAJ |
| description | Analysis of the context and response to the coronavirus disease 2019 (COVID-19) lockdown of five European Library and Information Science Departments: University of Barcelona (Spain), University of Hildesheim (Germany), University of Osijek, University of Zagreb (Croatia), and University of Library Studies and Information Technologies in Sofia (Bulgaria). Data about this situation in relation to higher education were collected 1 year after the lockdown when countries had returned to normality. The methodology consisted of holding focus groups with students and individual interviews with teachers. The data were analysed by unifying the information collected from each country into a centralized dataset and complemented with texts from the transcripts highlighted by each partner. The results indicate that each partner experienced a unique situation; as COVID-19 lockdowns were different in every European country, each university or even each teacher responded to the crisis differently. Nevertheless, there are points that are common to all five universities analysed in the study, such as work overload in students and teachers or the replication of face-to-face teaching models in a remote format. Moving in the future to online or hybrid learning activities will require training teachers in a more systematic way and the appropriate infrastructure. |
| first_indexed | 2024-03-08T16:02:43Z |
| format | Article |
| id | doaj.art-927474735f9541f1a64fbb05cec851fc |
| institution | Directory Open Access Journal |
| issn | 2451-1781 |
| language | English |
| last_indexed | 2024-03-08T16:02:43Z |
| publishDate | 2023-12-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Open Information Science |
| spelling | doaj.art-927474735f9541f1a64fbb05cec851fc2024-01-08T09:54:09ZengDe GruyterOpen Information Science2451-17812023-12-0171e025037826710.1515/opis-2022-0159COVID-19 Emergency Remote Teaching: Lessons Learned from Five EU Library and Information Science DepartmentsBoté-Vericad Juan-José0Urbano Cristóbal1Argudo Sílvia2Dreisiebner Stefan3Feldvari Kristina4Kucina Softic Sandra5Santos-Hermosa Gema6Todorova Tania7University of Barcelona, Barcelona, SpainUniversity of Barcelona, Barcelona, SpainUniversity of Barcelona, Barcelona, SpainUniversity of Hildesheim, Hildesheim, GermanyUniversity of Osijek, Osijek, CroatiaUniversity of Zagreb University Computing Centre, Zagreb, CroatiaUniversity of Barcelona, Barcelona, SpainUniversity of Library Studies and Information Technologies, Sofia, BulgariaAnalysis of the context and response to the coronavirus disease 2019 (COVID-19) lockdown of five European Library and Information Science Departments: University of Barcelona (Spain), University of Hildesheim (Germany), University of Osijek, University of Zagreb (Croatia), and University of Library Studies and Information Technologies in Sofia (Bulgaria). Data about this situation in relation to higher education were collected 1 year after the lockdown when countries had returned to normality. The methodology consisted of holding focus groups with students and individual interviews with teachers. The data were analysed by unifying the information collected from each country into a centralized dataset and complemented with texts from the transcripts highlighted by each partner. The results indicate that each partner experienced a unique situation; as COVID-19 lockdowns were different in every European country, each university or even each teacher responded to the crisis differently. Nevertheless, there are points that are common to all five universities analysed in the study, such as work overload in students and teachers or the replication of face-to-face teaching models in a remote format. Moving in the future to online or hybrid learning activities will require training teachers in a more systematic way and the appropriate infrastructure.https://doi.org/10.1515/opis-2022-0159covid-19 pandemiclockdownsemergency remote teachingonline learninghybrid learningblended learning |
| spellingShingle | Boté-Vericad Juan-José Urbano Cristóbal Argudo Sílvia Dreisiebner Stefan Feldvari Kristina Kucina Softic Sandra Santos-Hermosa Gema Todorova Tania COVID-19 Emergency Remote Teaching: Lessons Learned from Five EU Library and Information Science Departments Open Information Science covid-19 pandemic lockdowns emergency remote teaching online learning hybrid learning blended learning |
| title | COVID-19 Emergency Remote Teaching: Lessons Learned from Five EU Library and Information Science Departments |
| title_full | COVID-19 Emergency Remote Teaching: Lessons Learned from Five EU Library and Information Science Departments |
| title_fullStr | COVID-19 Emergency Remote Teaching: Lessons Learned from Five EU Library and Information Science Departments |
| title_full_unstemmed | COVID-19 Emergency Remote Teaching: Lessons Learned from Five EU Library and Information Science Departments |
| title_short | COVID-19 Emergency Remote Teaching: Lessons Learned from Five EU Library and Information Science Departments |
| title_sort | covid 19 emergency remote teaching lessons learned from five eu library and information science departments |
| topic | covid-19 pandemic lockdowns emergency remote teaching online learning hybrid learning blended learning |
| url | https://doi.org/10.1515/opis-2022-0159 |
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