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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]
Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
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  Data: Teaching Online: Lessons Learned about Methodological Strategies in Postgraduate Studies.
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  Data: <searchLink fieldCode="AR" term="%22Ramos-Pla%2C+Anabel%22">Ramos-Pla, Anabel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> anabel.ramos@udl.cat</i><br /><searchLink fieldCode="AR" term="%22Reese%2C+Leslie%22">Reese, Leslie</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Arce%2C+Consuelo%22">Arce, Consuelo</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Balladares%2C+Jorge%22">Balladares, Jorge</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fiallos%2C+Blanca%22">Fiallos, Blanca</searchLink><relatesTo>4</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Oct2022, Vol. 12 Issue 10, p688-N.PAG. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Technology+education%22">Technology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+innovations%22">Technological innovations</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=159911452
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        Value: 10.3390/educsci12100688
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        Text: English
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              Text: Oct2022
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