User-Oriented Policies in European HEIs: Triggering a Participative Process in Today’s Digital Turn—An OpenU Experimentation in the University of Paris 1 Panthéon-Sorbonne DOI Creative Commons

Marco Renzo Dell’Omodarme,

Yasmine Cherif

Education Sciences, Год журнала: 2022, Номер 12(12), С. 919 - 919

Опубликована: Дек. 14, 2022

As European higher education institutions (HEIs) increasingly grapple with new challenges, the importance and difficulty of massification, democratization, inclusion have been reinforced by recent pandemic crisis simultaneous need for pedagogical continuity. Meeting these challenges not only implies a profound change in organization teaching practices, which to focus on user-centered quality learning, but also raises questions about financing, management, governance. Using results from two participative experiments conducted French University Paris 1 Panthéon-Sorbonne framework OpenU (Online Pedagogical Resources Universities) project, authors present ethical practical issues that currently face inclusive user-oriented policies area. Through this paper, we argue creating an imaginative process is as essential today spirit evidence-based supporting digital it partial. We furthermore emerging current needs, well incentives increase participation. Such ultimately allow us draw conclusions recommendations institutional national policymakers further improve policies.

Язык: Английский

Challenges and Sustainability of E-Learning Adoption Among EFL Teachers in the Post-COVID-19 Era DOI
Mohammad Mahyoob, Jeehaan Algaraady, Omer Elsheikh Hago Elmahdi

и другие.

Advances in educational technologies and instructional design book series, Год журнала: 2024, Номер unknown, С. 428 - 454

Опубликована: Июнь 30, 2024

This study actively examines the resilience of online learning in EFL (English as a foreign language) instruction during COVID-19 pandemic, focusing on adaptive strategies and resources Saudi Universities. It shows significant research gap how these digital have adapted post-pandemic to be sustainable. However, chapter also provides qualitative quantitative analysis among 84 teachers (81% male, 19% female) used collect data experiences pandemic. Findings reveal increases teachers' students' skills, facilitating adaptation environments continuing those practices. These positive outcomes offer hope optimism for future learning. concludes by recommending that expanded include different academic disciplines, including students remote areas, explore new instructional methods support asynchronous meet challenges scheduling Internet connectivity.

Язык: Английский

Процитировано

1
Evaluating the Impact of Strategies on Students’ Perceptions of Digital Transformation – A Case Study of a Swedish Higher Education Institution DOI Creative Commons
Henning Brink,

Ellen Mårtensson,

Carina Ström Hylén

и другие.

8th International Conference on Higher Education Advances (HEAd'22), Год журнала: 2023, Номер unknown, С. 1375 - 1382

Опубликована: Июнь 19, 2023

Digital transformation (DT) in Higher Education Institutions (HEIs) affects the learning environment with digitally-enhanced teaching methods, student assistance, and administration processes. HEIs develop strategies to exploit chances offered by DT. Our study investigates connection between strategic work of on DT how students perceive results this their daily studies. We applied a case design Swedish HEI gather our results. Results show that are somewhat positive about but still digitalization as barrier collaborating peers lecturers. research contributes knowing if time effort spent an HEI’s impact stakeholder group. By bringing forth ways improvement, we generate new knowledge processes HEIs. Thus, inspire educators administrators industry putting forward lessons learned improvements.

Язык: Английский

Процитировано

2
Assessing Teachers’ Practices in Providing Inclusive Online Education: Development and Validation of an Instrument Based on Inclusive Practices among Teachers in Malaysia DOI Creative Commons
Way Kiat Bong, Kah Heng Chua

Education Sciences, Год журнала: 2023, Номер 13(9), С. 918 - 918

Опубликована: Сен. 8, 2023

All students should have equal opportunities to pursue education. When the COVID-19 pandemic began, almost all teaching activities had be switched from traditional face-to-face format digital platforms. Although it is now post-pandemic period, many online and learning practices been maintained. It is, therefore, crucial ensure that teachers are doing their best make inclusive, an instrument assessing essential. This study aims develop this validate it. Referring relevant works universal design for (UDL) guidelines, we developed consists of five domains: affective, behavioural, cognitive, competence awareness. Through expert assessment face, content construct validity, a pilot study, data analysis 505 respondents in different educational levels primary schools higher institutions Malaysia, using exploratory factor (EFA) correlational testing, findings show has high validity reliability teachers’ delivering inclusive While implications policymakers researchers, needs further validation context countries. Necessary amendments might required more specific.

Язык: Английский

Процитировано

2
User-Oriented Policies in European HEIs: Triggering a Participative Process in Today’s Digital Turn—An OpenU Experimentation in the University of Paris 1 Panthéon-Sorbonne DOI Creative Commons

Marco Renzo Dell’Omodarme,

Yasmine Cherif

Education Sciences, Год журнала: 2022, Номер 12(12), С. 919 - 919

Опубликована: Дек. 14, 2022

As European higher education institutions (HEIs) increasingly grapple with new challenges, the importance and difficulty of massification, democratization, inclusion have been reinforced by recent pandemic crisis simultaneous need for pedagogical continuity. Meeting these challenges not only implies a profound change in organization teaching practices, which to focus on user-centered quality learning, but also raises questions about financing, management, governance. Using results from two participative experiments conducted French University Paris 1 Panthéon-Sorbonne framework OpenU (Online Pedagogical Resources Universities) project, authors present ethical practical issues that currently face inclusive user-oriented policies area. Through this paper, we argue creating an imaginative process is as essential today spirit evidence-based supporting digital it partial. We furthermore emerging current needs, well incentives increase participation. Such ultimately allow us draw conclusions recommendations institutional national policymakers further improve policies.

Язык: Английский

Процитировано

0