Résumés
Abstract
The novel COVID-19 pandemic, with its global impact, has fundamentally altered the way in which universities function. The current manuscript presents four educational initiatives, including experiences and practices of faculty members at a mid-sized Great Plains university. From the perspective of three different academic colleges and popular research programs, this paper explores how a difficult situation was approached as an opportunity to face challenges yet still provide students a high-quality educational experience. This paper is applicable to faculty, staff, and administrators at institutions of higher education as they explore innovative pedagogical approaches.
Keywords:
- Technology,
- Online Education,
- Pedagogy
Résumé
L’arrivée soudaine de la pandémie COVID-19 a fondamentalement modifié, dans son impact global, le fonctionnement traditionnel des universités. Cet article présente quatre initiatives, incluant des expériences et des activités pratiques, mises en place par des professeurs d’une université de la région des Grandes Plaines, aux États-Unis. Ce texte fait état de la manière avec laquelle trois collèges et des programmes de recherche ont abordé une situation difficile comme une occasion de relever des défis tout en continuant d’offrir aux étudiants une expérience éducative de haut niveau. Cet article s’adresse aux professeurs, au personnel d’encadrement et aux administrateurs universitaires qui s’intéressent à la recherche d’approches pédagogiques innovantes.
Mots-clés :
- Technologie,
- enseignement en ligne,
- pédagogie
Parties annexes
References
- Aoun, J. E. (2011, May 8). Learning today: The lasting value of place. The Chronicle of Higher Education. http://chronicle.com/...
- Faulconer, E., & Gruss, A. (2018). A review to weigh the pros and cons of online, remote, and distance science laboratory experiences. International Review of Research in Open and Distributed Learning, 19(2), 156‑168. https://doi.org/10.19173/irrodl.v19i2.3386
- Kennedy, K., & Archambault, L. (2012). Offering preservice teachers field experiences in K-12 online learning: A national survey of teacher education programs. Journal of Teacher Education, 63(3), 185‑200. https://doi.org/10.1177/0022487111433651
- Mawn, M. V., Carrico, P., Charuk, K., Stote, K. S., & Lawrence, B. (2011). Hands‐on and online: Scientific explorations through distance learning. Open Learning: The Journal of Open, Distance and e-Learning, 26(2), 135‑146. https://doi.org/10.1080/02680513.2011.567464
- Mollenkopf, D., Vu, P., Crow, S., & Black, C. (2017). Does online learning deliver? A comparison of student teacher outcomes from candidates in face-to-face and online program pathways. Online Journal of Distance Learning Administration, 20(1). http://westga.edu/~distance/ojdla/...
- Policy and Program Studies Service. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. http://eric.ed.gov/?id=ED505824
- Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors’ perceptions of instructor presence in online learning environments. International Review of Research in Open and Distributed Learning, 17(4), 82‑104. https://doi.org/10.19173/irrodl.v17i4.2330
- Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1002
- Vu, P., Fredrickson, S., & Meyer, R. (2016). Help at 3:00 AM! Providing 24/7 timely support to online students via a virtual assistant. Online Journal of Distance Learning Administration, 19(1). http://westga.edu/~distance/ojdla/...
- Zach, L. (2006). Using a multiple-case studies design to investigate the information-seeking behavior of arts administrators. Library trends, 55(1), 4‑21. https://doi.org/10.1353/lib.2006.0055