EFFECTS OF THE COVID-19 PANDEMIC ON UNIVERSITY PEDAGOGY: STUDENTS' EXPERIENCES AND CONSIDERATIONS

Katerina Kedraka, Christos Kaltsidis

Abstract


Due to the coronavirus crisis, universities worldwide have faced sudden pressure to change from face-to-face delivery of courses to digitally enhanced teaching for distance learning. We present a small case study of 75 students from the Department of Molecular Biology and Genetics of the Democritus University of Thrace, Greece on their experiences of the transition from face-to-face to distance learning during this crisis. We used a questionnaire with closed-ended and open-ended questions to record the students’ “fresh” experience of their new educational reality. Students consider distance learning to be interesting, modern, adequate, and convenient, but not able to replace their experience of social interaction with fellow students and teachers. They continue to express worries about lessons, examinations, and laboratory work, which may be due to the specific and high demands of the biosciences. This crisis is an opportunity for universities to improve the use of digital tools for an enhanced learning and teaching experience. This should be supported by investment in digital infrastructure for improving distance learning in higher education.

 

Article visualizations:

Hit counter


Keywords


university pedagogy, COVID-19 pandemic, distance learning, students’ considerations

Full Text:

PDF

References


Farrell O., Brunton J., Costello E., Donlon E., Trevaskis S., Eccles S., Ni She C. (2019). An investigation of effective online teaching: a needs analysis of online educators and online students, Dublin: #Openteach Project.

Fragoulis I., Valkanos E (2016). The continuing training of the Professors of ASPAITE in Heraklion, Crete, within the framework of University Pedagogy. In K. Kedraka, (Ed.), Proceedings of the University Pedagogy Symposium: Education and Teaching in Higher Education, a terra incognita? Alexandroupolis, 9 - 11 September 2016: 163-169.

Holmberg B. (2002). Training on Learning. Theory and Practice (translated in Greek), Athens, Ellin.

Karalis T., Raikou N. (2020). Teaching at the Times of COVID-19: Inferences and Implications for Higher Education Pedagogy. International Journal of Academic Research in Business and Social Sciences, 10 (5): 479–493. doi: http://dx.doi.org/10.6007/IJARBSS/v10-i5/7219.

Kamarianos I., Adamopoulou A., Lambropoulos H., Stamelos G. (2020). Towards an Understanding of University Students’ Response in Times of Pandemic Crisis (Covid-19). European Journal of Education Studies, 7(7): 20-40.

Karalis T. (2020). Planning and evaluation during educational disruption: lessons learned from COVID-19 pandemic for treatment of emergencies in education. European Journal of Education Studies, 7(4): 125-142.

Kedraka K. (2016). University Pedagogy: Past, Present and Future. In K. Kedraka, (Ed.), Proceedings of the University Pedagogy Symposium: Education and Teaching in Higher Education, a terra incognita? Alexandroupolis, 9 - 11 September 2016, 21-39.

Keegan D. (2001). The Basic Principles of Open and Distance Education, Athens: Metaichmio.

Koutselini M. (2020). Quality assurance of e-learning within higher education: The philosophical and operational framework. Academia 18: 132-144. doi: https://doi.org/10.26220/aca.3214.

Μurphy M. (2020). “Universities beyond the coronavirus crisis – What awaits?”. https://www.universityworldnews.com/post.php?story=2020050114564949. Accessed 5 May 2020.

OECD (2020). Education responses to covid-19: Embracing digital learning and online collaboration. https://oecd.dam-broadcast.com/pm_7379_120_120544-8ksud7oaj2.pdf. Accessed 5 May 2020.

Owusu-Fordjour C., Koomson C. K., Hanson D. (2020). The Impact of COVID-19 on Learning – The Perspective of the Ghanaian Student. European Journal of Education Studies 7(3): 88-101.

QS (2020). The impact of the coronavirus on global higher education. Quacquarelli Symonds http://info.qs.com. Accessed 6 May 2020.

Redecker C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. doi: 10.2760/159770.

Reimers F. M., Schleicher A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. https://read.oecd-ilibrary.org/view/?ref=126_126988-t63lxosohs&title=A-framework-to-guide-an-education-response-to-the-Covid-19-Pandemic-of-2020. Accessed 5 May 2020.

UNESCO (2020). COVID-19 and higher education: Today and tomorrow. http://www.iesalc.unesco.org/en/wp-content/uploads/2020/04/COVID-19-EN-090420-2.pdf. Accessed 6 May 2020.

Vogiatzaki E. (2019). Teachers' roles and skills in distance education. International Conference on Open & Distance Education 10: 38-42. doi: http://dx.doi.org/10.12681/icodl.2154.

Salah-Eddine K. (2020). How COVID-19 is driving a long-overdue revolution in education. https://www.weforum.org/agenda/2020/05/how-covid-19-is-sparking-a-revolution-in-higher-education/. Accessed 15 May 2020.




DOI: http://dx.doi.org/10.46827/ejes.v7i8.3176

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Katerina Kedraka, Christos Kaltsidis

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).