In “Teaching and Learning in Higher Education in the Age of COVID-19: A Knowledge Synthesis»
The researchers asked two main questions:
- What are the needs of students in terms of distance education?
- What is the added value of digital technology in the continuing education and/or professional integration of teachers?
They arrive at four recommendations:
- Distance education (FAD) is learning that takes place outside the classroom and not necessarily online. It has long been demonstrated that DE is a means of enabling equity in post-secondary education.
- In order to increase the accessibility and equity of online courses (hybrid and blended), special attention to Universal Design for Learning (UDL) is paramount.
- Face-to-face courses should offer hybrid and blended learning.
- first-year to post-secondary students need face-to-face classes in order to socialize with their peers and learn to meet the expectations of teachers in higher education.
“While some students and teachers have retreated to face-to-face learning in Quebec post-secondary institutions, our research group, through a multidimensional exploration of online teaching and learning, has arrived at the conclusion that institutions offering only face-to-face courses should also offer online, hybrid and blended courses.
This stems from the skills and flexibility teachers and students have learned and appreciated while teaching online during the pandemic.
Finally, the pandemic has taught us an important lesson: disability can be visible (eg, reduced mobility) or invisible (eg, a mental health issue), permanent or temporary/situational. It is not always easy or possible to disclose a disability and we believe that the use of the principles of universal design for learning in higher education, face-to-face or distance learning, should be strongly encouraged in order to increase accessibility. and fairness.”
Source: Scientific watch in education – Crifpe – Subscribe
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