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- Pedagogical innovation and distance education in higher education in the (post-) COVID eraPublication . Santos Silva, Perpétua; Correia, MarisaThe COVID-19 pandemic highlighted the urgent need for higher education institutions to promote pedagogical innovation. Although it is evident that distance learning is different from emergency remote teaching, this crisis response provided a good opportunity to acknowledge the benefits of distance education. However, for an effective and sustainable change it is essential to identify the key success factors of distance learning. This paper presents the main contributions of a research related to the transition from face-to-face to remote education, carried out in a Portuguese Higher Education School during the COVID-19 pandemic, that explored college students and teaching staff acceptance of emergency remote teaching. From a methodological point of view, we followed a quantitative approach with the application of two questionnaires, one to the students and the other to the teaching staff. We have identified some constraints faced by the respondents, but also a set of factors with a positive impact on distance education success: access to technological resources, digital skills, work conditions, heavy workload, and learning environment; flexibility, guidance, and interaction; assessment criteria and practices are some examples that will be discussed in this paper. Findings from this study enhance the discussion around dimensions such as pedagogical innovation and the development of teaching staff digital skills. Additionally, findings revealed openness of professors and students to adopt distance learning in the future. Finally, these conclusions contribute not only to improve institution's study programs, but also to pave the way for the creation of new ones in distance learning modalities (b-learning or e-learning).
- Challenges and opportunities of the transition for online teaching on a portuguese school of educationPublication . Correia, Marisa; Santos Silva, Perpétua; Cavadas, BentoThe global intensification of academic work (McInnis, 2010) and lim ited time constraints (McCune, 2018) hinders higher education teachers to foster developmental processes relating to pedagogy. However, there is evidence that higher education change, namely promoted by digital technologies, can shift higher education teachers’ roles and identities (McNaughton & Billot, 2016). Due to COVID-19 pandemic a dramatic higher education contextual change had occurred related to a rapid shift for online environments. According to Major (2020), higher education teachers have done an amazing job in putting workable short-term technological solutions for online teaching and learning, many of them with synchronous activities using video-conferencing apps such as Zoom® and Skype®. This movement pushed forward educational innovation, although without time to prepare a pedagogical development plan for academics about virtual learning environments. Offering high-quality instruction re quires a huge amount of planning and work, including reframing and reconceptualizing communication, engagement, and community (Ma jor, 2020). This exploratory study focuses on which challenges and opportunities teachers of a higher education institution (HEI) faced on their teaching experiences along the transition period for online education during the COVID-19 pandemic. Our intention was to understand how teachers were dealing with this new and complex situation, in order to be able to develop support strategies that could respond to the needs of the educa tional community. It was also our concern to obtain information that would contribute to a better preparation and organization of the follow ing school years. Therefore, learning from the present to anticipate prob lems that would continue to arise in the short term.