Effect of Online Teaching and Learning Practices During the COVID-19 Pandemic on Teachers and Students : Case Study of Häme University of Applied Sciences Ltd. (HAMK), Finland
Martínez, Paula (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024121235141
https://urn.fi/URN:NBN:fi:amk-2024121235141
Tiivistelmä
Online learning inherently demands fundamental rethink of the educational experience and presents a challenge to traditional presentational approaches. This was highlighted during the COVID- 19 pandemic, being a challenge but also an opportunity. This research delves into the transformative effects of the COVID-19 pandemic on education, specifically, it focuses on the rapid shift to online learning and the capacity to adjust the learning methods and the consequences of it in the students.
Grounded in foundational learning theories, the theoretical framework lays the groundwork for understanding the profound implications of these changes. The study analysis the Häme University of Applied Sciences in Finland, well known by its highly international environment and blended and online methodologies, investigating the experiences of both students and teachers during the pandemicinduced transition to online education.
Using a dual-questionnaire approach, sent on the 16 th of December, 2020, after the first year dealing with the pandemic, the research uncovers the challenges faced by students and teachers in adapting to online learning environments. The findings not only contribute to a better understanding of the unique struggles encountered but also aim to enhance the university's continuous improvement initiatives.
One of the major conclusions is the centrality of the social world in education with community feeling as a central feature of the learning experience. The study also highlights the importance of training teachers so they are prepared to offer distance education successfully. The findings in this study yield fundamental knowledge to guide EC portfolios and instructional offerings to develop as sustainable, ethical and high-quality learning that can provide continued learning opportunities in the context of unanticipated interruptions.
Grounded in foundational learning theories, the theoretical framework lays the groundwork for understanding the profound implications of these changes. The study analysis the Häme University of Applied Sciences in Finland, well known by its highly international environment and blended and online methodologies, investigating the experiences of both students and teachers during the pandemicinduced transition to online education.
Using a dual-questionnaire approach, sent on the 16 th of December, 2020, after the first year dealing with the pandemic, the research uncovers the challenges faced by students and teachers in adapting to online learning environments. The findings not only contribute to a better understanding of the unique struggles encountered but also aim to enhance the university's continuous improvement initiatives.
One of the major conclusions is the centrality of the social world in education with community feeling as a central feature of the learning experience. The study also highlights the importance of training teachers so they are prepared to offer distance education successfully. The findings in this study yield fundamental knowledge to guide EC portfolios and instructional offerings to develop as sustainable, ethical and high-quality learning that can provide continued learning opportunities in the context of unanticipated interruptions.