Designing the ‘new normal’: Key insights from the pandemic for transforming online learning going forward

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dc.contributor.authorCharbonneau-Gowdy, Paula
dc.contributor.authorSalinas, Dánisa
dc.contributor.authorOyanedel, Juan Carlos
dc.contributor.authorMagaña, Héctor
dc.date.accessioned2024-04-26T20:36:52Z
dc.date.available2024-04-26T20:36:52Z
dc.date.issued2023
dc.descriptionIndexación: Scopus.
dc.description.abstractThe deep disruption to education caused by the move to online learning during COVID-19 was unprecedented. While most educational stakeholders adapt to the transition back to a “new normal”, it seems an obvious time for constructivist reflection on the lessons learned. The aim of this longitudinal inquiry was to examine the experiences of higher education learners in Chile during the pandemic for potential insights to be gained. The focus was on students in multi-disciplinarian fields and the changes to their perspectives, practices, and identities. Working within the qualitative paradigm, data was gathered using interviews (n=22), surveys (n=1,054, n=1,137, n=205) and field notes. Learners’ experiences were mapped against contemporary e-learning theory and 21st century learner identity goals. Through this lens, pedagogical practices, course designs, and uses of technology reflected in online spaces were found to influence learners and their learning in complex ways. Two key themes emerged in the analysis: (1) exposure to conventional pedagogy, information transfer and assessment-driven designs and technology challenges online, left students discouraged with their learning progress and disparaging of their future workplace preparedness and (2) students who experienced learner-centered practices online, supported by contemporary learning theory and community-building course designs and technologies, underwent transformative changes to their learning and identities and feeling confidently qualified for their post study careers. In view of the increasing role e-learning will play in this century, we believe further empirical research of this kind into a myriad of global, digital learning contexts, could help transform online learning and learners in our new post pandemic reality. © 2023 by authors; licensee CEDTECH by Bastas, CY.
dc.description.urihttps://www.cedtech.net/article/designing-the-new-normal-key-insights-from-the-pandemic-for-transforming-online-learning-going-13389
dc.identifier.citationContemporary Educational Technology. Volume 15, Issue 3. 2023. Article number ep446
dc.identifier.doi10.30935/cedtech/13389
dc.identifier.issn1309-517X
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/56427
dc.language.isoen
dc.publisherBastas
dc.rights.licenseCC BY 4.0 DEED Attribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectContemporary online learning theories and goals
dc.subjectCOVID-19 online experiences
dc.subjectInstructional design
dc.subjectLearner identity
dc.subjectOnline learning
dc.subjectTransforming learning online
dc.titleDesigning the ‘new normal’: Key insights from the pandemic for transforming online learning going forward
dc.typeArtículo
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