<abstract xmlns="http://www.w3.org/1999/xhtml">

The paper describes the international research conducted in collaboration between the University of Padova, University of North Texas, and Windesheim University of Applied Sciences. The study explores how higher education faculty involved in professionalizing courses for the educational area perceive the pandemic-induced transition to digitalized education (DE), after one year of experience with it.
This paper introduces the second phase of a research study that began as early as spring 2020, with an online survey distributed worldwide. It seeks to investigate possible changes after one year of digitalized education related to (1) perceptions of institutional support and professional training offered; (2) potential and challenges of DE; and (3) professional intentions for future uses of DE. Details on the instrument’s reliability and structure will also be provided.
We are exploring how the DE is changing teachers’ routines and whether these changes are paving the way for collaborative, reflective, and student-centred approaches that could have long-term consequences. This is to help focus future training pathways to better support teachers in teaching effectively and efficiently for learning, both in times of crisis and in times of normalcy.
</abstract>

The paper describes the international research conducted in collaboration between the University of Padova, University of North Texas, and Windesheim University of Applied Sciences. The study explores how higher education faculty involved in professionalizing courses for the educational area perceive the pandemic-induced transition to digitalized education (DE), after one year of experience with it.
This paper introduces the second phase of a research study that began as early as spring 2020, with an online survey distributed worldwide. It seeks to investigate possible changes after one year of digitalized education related to (1) perceptions of institutional support and professional training offered; (2) potential and challenges of DE; and (3) professional intentions for future uses of DE. Details on the instrument’s reliability and structure will also be provided.
We are exploring how the DE is changing teachers’ routines and whether these changes are paving the way for collaborative, reflective, and student-centred approaches that could have long-term consequences. This is to help focus future training pathways to better support teachers in teaching effectively and efficiently for learning, both in times of crisis and in times of normalcy.

One year later: digitalized higher education in pandemic times. An international study of higher education faculty’s response

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The paper describes the international research conducted in collaboration between the University of Padova, University of North Texas, and Windesheim...

One year later: digitalized higher education in pandemic times. An international study of higher education faculty’s response

Pubblicato online: 28 gen 2023

Pagine: 64 - 71

DOI: https://doi.org/10.2478/rem-2023-0009

Parole chiave
higher education, university faculty, information and communication technology, distance learning

© 2022 Ottavia Trevisan et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

One year later: digitalized higher education in pandemic times. An international study of higher education faculty’s response

Pubblicato online: 28 gen 2023

Pagine: 64 - 71

DOI: https://doi.org/10.2478/rem-2023-0009

Parole chiavehigher education, university faculty, information and communication technology, distance learning

© 2022 Ottavia Trevisan et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Parole chiave
higher education, university faculty, information and communication technology, distance learning