Contextual Changes and Shifts in Pedagogical Paradigms: Post-COVID-19 Blended Learning as a Negotiation Space in Teacher Education
This study investigates a post-COVID-19 curricular change in the blended learning (BL) academic timetable of a teacher education college where, pre-COVID-19, most academic courses were taught face-to-face (F2F) on campus. At present, the meetings are F2F for three weeks, followed by a week of remote...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-03-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/3/275 |
| _version_ | 1797612278298705920 |
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| author | Liat Biberman-Shalev Orit Broza Nurit Chamo |
| author_facet | Liat Biberman-Shalev Orit Broza Nurit Chamo |
| author_sort | Liat Biberman-Shalev |
| collection | DOAJ |
| description | This study investigates a post-COVID-19 curricular change in the blended learning (BL) academic timetable of a teacher education college where, pre-COVID-19, most academic courses were taught face-to-face (F2F) on campus. At present, the meetings are F2F for three weeks, followed by a week of remote learning, combining synchronous and asynchronous pedagogies. This study explores these two aspects of the online component and the considerations for their implementation. In a mixed-method approach, the data were collected using a closed questionnaire and two focus groups involving 76 lecturers and 553 students altogether. Of the wide range of pedagogies identified, the highest success rating was accorded to synchronous frontal lectures via Zoom by the students and to integrating MOOCs, YouTube, and Podcasts by the lecturers. Moreover, compared to the lecturers, the students rated the success of asynchronous self-directed learning considerably higher. Qualitative analysis revealed that pedagogies slated for the online module were frequently negotiated between students and teachers. Findings suggest that a structural change in the curriculum could be a first step in rethinking pedagogies in the post-COVID-19 education arena. The next step should focus on narrowing the gap between lecturers’ and students’ perceptions regarding the success of the various pedagogies. |
| first_indexed | 2024-03-11T06:40:02Z |
| format | Article |
| id | doaj.art-9649973e70bf4062a03c1e67bd5af6f6 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T06:40:02Z |
| publishDate | 2023-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-9649973e70bf4062a03c1e67bd5af6f62023-11-17T10:41:58ZengMDPI AGEducation Sciences2227-71022023-03-0113327510.3390/educsci13030275Contextual Changes and Shifts in Pedagogical Paradigms: Post-COVID-19 Blended Learning as a Negotiation Space in Teacher EducationLiat Biberman-Shalev0Orit Broza1Nurit Chamo2Department of Education, Levinsky-Wingate Academic College, Shoshana Persits St 15, Tel Aviv-Yafo 6937808, IsraelDepartment of Education, Levinsky-Wingate Academic College, Shoshana Persits St 15, Tel Aviv-Yafo 6937808, IsraelDepartment of Education, Levinsky-Wingate Academic College, Shoshana Persits St 15, Tel Aviv-Yafo 6937808, IsraelThis study investigates a post-COVID-19 curricular change in the blended learning (BL) academic timetable of a teacher education college where, pre-COVID-19, most academic courses were taught face-to-face (F2F) on campus. At present, the meetings are F2F for three weeks, followed by a week of remote learning, combining synchronous and asynchronous pedagogies. This study explores these two aspects of the online component and the considerations for their implementation. In a mixed-method approach, the data were collected using a closed questionnaire and two focus groups involving 76 lecturers and 553 students altogether. Of the wide range of pedagogies identified, the highest success rating was accorded to synchronous frontal lectures via Zoom by the students and to integrating MOOCs, YouTube, and Podcasts by the lecturers. Moreover, compared to the lecturers, the students rated the success of asynchronous self-directed learning considerably higher. Qualitative analysis revealed that pedagogies slated for the online module were frequently negotiated between students and teachers. Findings suggest that a structural change in the curriculum could be a first step in rethinking pedagogies in the post-COVID-19 education arena. The next step should focus on narrowing the gap between lecturers’ and students’ perceptions regarding the success of the various pedagogies.https://www.mdpi.com/2227-7102/13/3/275blended learningcurriculumpost-COVID-19teacher education |
| spellingShingle | Liat Biberman-Shalev Orit Broza Nurit Chamo Contextual Changes and Shifts in Pedagogical Paradigms: Post-COVID-19 Blended Learning as a Negotiation Space in Teacher Education Education Sciences blended learning curriculum post-COVID-19 teacher education |
| title | Contextual Changes and Shifts in Pedagogical Paradigms: Post-COVID-19 Blended Learning as a Negotiation Space in Teacher Education |
| title_full | Contextual Changes and Shifts in Pedagogical Paradigms: Post-COVID-19 Blended Learning as a Negotiation Space in Teacher Education |
| title_fullStr | Contextual Changes and Shifts in Pedagogical Paradigms: Post-COVID-19 Blended Learning as a Negotiation Space in Teacher Education |
| title_full_unstemmed | Contextual Changes and Shifts in Pedagogical Paradigms: Post-COVID-19 Blended Learning as a Negotiation Space in Teacher Education |
| title_short | Contextual Changes and Shifts in Pedagogical Paradigms: Post-COVID-19 Blended Learning as a Negotiation Space in Teacher Education |
| title_sort | contextual changes and shifts in pedagogical paradigms post covid 19 blended learning as a negotiation space in teacher education |
| topic | blended learning curriculum post-COVID-19 teacher education |
| url | https://www.mdpi.com/2227-7102/13/3/275 |
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