Lucas Margarida, Vicente Paulo Nuno
Aveiro, Portugal CIDTFF, Department of Education and Psychology , Universidade de Aveiro.
Lisbon, Portugal iNOVA Media Lab/ICNOVA, Universidade Nova de Lisboa.
Educ Inf Technol (Dordr). 2023;28(5):5083-5103. doi: 10.1007/s10639-022-11363-3. Epub 2022 Oct 28.
Due to the impact of the recent pandemic, the teaching and learning experience worldwide was marked by a wave of emergency digitalization. The sudden need to transition to online teaching and learning (OTL) has forced Higher Education actors to adapt quickly without proper planning. This study examines teachers' perceptions of the benefits and challenges posed by OTL during the pandemic in Higher Education. Data were collected from 636 teachers from 54 different countries using an internationally distributed online survey, and responses were coded using thematic analysis. While the main benefits perceived by teachers relate to flexibility (in tasks execution), accessibility, pedagogical innovation, and self-regulation, key challenges emerge in domains such as engagement, interaction, infrastructure/technical support, assessment and pedagogical practice. Our results further suggest a phenomenon that we describe as a "double-edged sword" with elements of OTL being perceived both as a benefit and a challenge. Results and implications for OTL and future blended practices in Higher Education are discussed.
由于近期疫情的影响，全球的教学体验都被一波紧急数字化浪潮所标记。突然转向在线教学和学习（OTL）的需求迫使高等教育从业者在没有适当规划的情况下迅速适应。本研究考察了高等教育领域在疫情期间教师对在线教学和学习带来的益处及挑战的看法。通过一项在国际范围内分发的在线调查，收集了来自54个不同国家的636名教师的数据，并使用主题分析法对回复进行编码。教师们认为的主要益处涉及灵活性（任务执行方面）、可及性、教学创新和自我调节，而关键挑战则出现在参与度、互动、基础设施/技术支持、评估和教学实践等领域。我们的研究结果进一步表明了一种我们称之为“双刃剑”的现象，即在线教学和学习的某些方面既被视为益处，也被视为挑战。文中讨论了研究结果以及对高等教育中在线教学和学习及未来混合式教学实践的启示。
