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Teaching Online: Lessons Learned about Methodological Strategies in Postgraduate Studies.

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Title: Teaching Online: Lessons Learned about Methodological Strategies in Postgraduate Studies.
Authors: Ramos-Pla, Anabel1 (AUTHOR) anabel.ramos@udl.cat, Reese, Leslie2 (AUTHOR), Arce, Consuelo3 (AUTHOR), Balladares, Jorge4 (AUTHOR), Fiallos, Blanca4 (AUTHOR)
Source: Education Sciences. Oct2022, Vol. 12 Issue 10, p688-N.PAG. 16p.
Subject Terms: *Online education, *Educational technology, *Active learning, *Technology education, *Flipped classrooms, Technological innovations
Abstract: The objective of the present study was to analyze the methodological strategies used by postgraduate faculty from four international education faculties during the transition from face-to-face classes to virtual ones. Through the use of a mixed methodology, a questionnaire with Likert-type, multiple, alternative, and open-ended responses was designed. The results showed that during the transition from face-to-face to virtual classes, the most-utilized teaching activities were collaborative work, followed by lectures through videoconferences. Almost all the faculty modified their instruction methods, highlighting teaching activities, followed by evaluation activities. The study concludes by pointing out the lessons learned during the transition from face-to-face teaching to virtual teaching. We believe that universities must take advantage of the push towards virtual teaching made possible by the pandemic, to continue opting for the new technologies in Higher Education to face future emergency situations with resilience. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The objective of the present study was to analyze the methodological strategies used by postgraduate faculty from four international education faculties during the transition from face-to-face classes to virtual ones. Through the use of a mixed methodology, a questionnaire with Likert-type, multiple, alternative, and open-ended responses was designed. The results showed that during the transition from face-to-face to virtual classes, the most-utilized teaching activities were collaborative work, followed by lectures through videoconferences. Almost all the faculty modified their instruction methods, highlighting teaching activities, followed by evaluation activities. The study concludes by pointing out the lessons learned during the transition from face-to-face teaching to virtual teaching. We believe that universities must take advantage of the push towards virtual teaching made possible by the pandemic, to continue opting for the new technologies in Higher Education to face future emergency situations with resilience. [ABSTRACT FROM AUTHOR]
ISSN:22277102
DOI:10.3390/educsci12100688