Contextual Changes and Shifts in Pedagogical Paradigms
Post-Covid-19 Blended Learning as a Negotiation Space in Teacher Education
Bibliographic Data
| ID | 22044307 |
|---|---|
| Authors | Liat Biberman-Shalev (0000-0001-6062-9407, Levinsky-Wingate Academic College, corresponding author), Orit Broza (0000-0002-9498-2222, Levinsky-Wingate Academic College), Nurit Chamo (0000-0001-5822-390X, Levinsky-Wingate Academic College) |
| Year | 2023 |
| Volume | 13 |
| Issue | 3 |
| Pages | 275 |
| Publication date | 2023-03-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13030275 |
| OpenAlex | W4323317292 |
| Language | EN |
| Citations received | 6 |
| References cited | 22 |
This study investigates a post-COVID-19 curricular change in the blended learning (BL) academic timetable of a teacher education college where, pre-COVID-19, most academic courses were taught face-to-face (F2F) on campus. At present, the meetings are F2F for three weeks, followed by a week of remote learning, combining synchronous and asynchronous pedagogies. This study explores these two aspects of the online component and the considerations for their implementation. In a mixed-method approach, the data were collected using a closed questionnaire and two focus groups involving 76 lecturers and 553 students altogether. Of the wide range of pedagogies identified, the highest success rating was accorded to synchronous frontal lectures via Zoom by the students and to integrating MOOCs, YouTube, and Podcasts by the lecturers. Moreover, compared to the lecturers, the students rated the success of asynchronous self-directed learning considerably higher. Qualitative analysis revealed that pedagogies slated for the online module were frequently negotiated between students and teachers. Findings suggest that a structural change in the curriculum could be a first step in rethinking pedagogies in the post-COVID-19 education arena. The next step should focus on narrowing the gap between lecturers’ and students’ perceptions regarding the success of the various pedagogies
Asynchronous communication · Blended Learning · Curriculum · Educational technology · Focus group · Higher education · Mathematics education · Negotiation · Pedagogy · Political science · Sociology · Computer Science · Innovative Teaching Methods · Medicine · Online and Blended Learning · Psychology · Technology-Enhanced Education Studies
Blended Learning in Higher Education
Combining the Best of Online and Face-to-Face Learning
A framework for institutional adoption and implementation of blended learning in higher education
The changes we need
An integrated blended learning approach for physical education teacher education programmes
Challenges in the online component of blended learning
‘Come to a screeching halt’
Design of a blended learning environment
The use of Triangulation in Social Sciences Research
Using thematic analysis in psychology
| Unique citing works | 6 |
|---|---|
| Citations per year | 2 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |