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Yes, we can (?)
- The COVID-19 crisis has caused an extreme situation for higher education institutions around the world, where exclusively virtual teaching and learning has become obligatory rather than an additional supporting feature. This has created opportunities to explore the potential and limitations of virtual learning formats. This paper presents four theses on virtual classroom teaching and learning that are discussed critically. We use existing theoretical insights extended by empirical evidence from a survey of more than 850 students on acceptance, expectations, and attitudes regarding the positive and negative aspects of virtual teaching. The survey responses were gathered from students at different universities during the first completely digital semester (Spring-Summer 2020) in Germany. We discuss similarities and differences between the subjects being studied and highlight the advantages and disadvantages of virtual teaching and learning. Against the background of existing theory and the gathered data, we emphasize the importance ofThe COVID-19 crisis has caused an extreme situation for higher education institutions around the world, where exclusively virtual teaching and learning has become obligatory rather than an additional supporting feature. This has created opportunities to explore the potential and limitations of virtual learning formats. This paper presents four theses on virtual classroom teaching and learning that are discussed critically. We use existing theoretical insights extended by empirical evidence from a survey of more than 850 students on acceptance, expectations, and attitudes regarding the positive and negative aspects of virtual teaching. The survey responses were gathered from students at different universities during the first completely digital semester (Spring-Summer 2020) in Germany. We discuss similarities and differences between the subjects being studied and highlight the advantages and disadvantages of virtual teaching and learning. Against the background of existing theory and the gathered data, we emphasize the importance of social interaction, the combination of different learning formats, and thus context-sensitive hybrid learning as the learning form of the future.…
| Verfasserangaben: | Gergana VladovaORCiDGND, André UllrichORCiDGND, Benedict BenderORCiDGND, Norbert GronauORCiDGND |
|---|---|
| DOI: | https://doi.org/10.1007/978-3-030-73988-1_17 |
| ISBN: | 978-3-030-73987-4 |
| ISBN: | 978-3-030-73988-1 |
| Titel des übergeordneten Werks (Englisch): | Technology and innovation in learning, teaching and education : second international conference, TECH-EDU 2020, Vila Real, Portugal, December 2-4, 2020 : proceedings |
| Untertitel (Englisch): | a critical review of the COVID-19 semester |
| Verlag: | Springer |
| Verlagsort: | Cham |
| Herausgeber*in(nen): | Arsénio Reis, João Barroso, J. Bernardino Lopes, Tassos Mikropoulos, Chih-Wen Fan |
| Publikationstyp: | Teil eines Buches (Kapitel) |
| Sprache: | Englisch |
| Datum der Erstveröffentlichung: | 11.04.2021 |
| Erscheinungsjahr: | 2021 |
| Datum der Freischaltung: | 16.11.2023 |
| Freies Schlagwort / Tag: | COVID-19; digital learning; higher education; subject differences; virtual learning |
| Seitenanzahl: | 11 |
| Erste Seite: | 225 |
| Letzte Seite: | 235 |
| Organisationseinheiten: | Wirtschafts- und Sozialwissenschaftliche Fakultät / Wirtschaftswissenschaften / Fachgruppe Betriebswirtschaftslehre |
| DDC-Klassifikation: | 3 Sozialwissenschaften / 33 Wirtschaft / 330 Wirtschaft |
