Zusammenfassung
Dieser Abschnitt befasst sich mit den Herausforderungen, die sich aus den Umwälzungen ergeben, die die Einführung des Fernunterrichts auf verschiedenen Ebenen der Gesellschaft mit sich bringt. Darüber hinaus waren der Einsatz von Technik, digitalen Möglichkeiten, kultureller Kompetenz und Ressourcen erforderlich. Die Schaffung einer lernfreundlichen Umgebung führte zur Frage nach der Bereitschaft und Anpassungsfähigkeit von Schülern, Lehrern, Schulen und Eltern. Die Frage, ob die digitalen Medien nur ein Accessoire für diese Phase sind oder ob sie die Pädagogik bereichern und ihren Glanz auch in Zukunft behalten werden, ist ein Streitpunkt, der noch nicht geklärt ist. Die Notwendigkeit, ein Gleichgewicht zwischen sozialen, emotionalen und psychologischen Lernmöglichkeiten herzustellen, ist eine Herausforderung, die in diesem Kapitel dargestellt wird.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Literatur
Therborn, G. (2009). The killing fields of inequality. Soundings, 42(42), 20–32.
Therborn, G. (2012). The killing fields of inequality. International Journal of Health Services, 42(4), 579–589, https://doi.org/10.2190/HS.42.4.a.
Therborn, G. (2013). The killing fields of inequality. Cambridge: Polity Press.
Therborn, G. (2020). How the dimensions of human inequality affect who and what we are. The Conversation Africa, 8 July. https://theconversation.com/howthe-dimensions-of-human-inequality-affect-who-and-what-we-are-137296. Accessed 22 July 2020.
Hodges, C,. Moore, S; Lockee, B,. Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27 March. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning. Accessed 22 July 2020.
Timeslive (2020). Blade Nzimande’s statement on government plans to save the 2020 university year. Times Live, 30 April. https://www.timeslive.co.za/news/south-africa/2020-04-30-in-full-blade-nzimandes-statement-on-government-plans-to-save-the-2020-university-year/. Accessed 22 July 2020.
Tronto, J. (1993). Moral boundaries: A political argument for an ethic of care. New York & London: Routledge.
Tronto, J. (2001). An ethic of care. In M. Holstein & P. Mitzen (Eds.), Ethics in community-based elder care (pp. 60–68). New York: Springer.
Knox, J. (2019). What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice. Postdigital Science and Education, 1(2), 357–370. https://doi.org/10.1007/s42438-019-00045-y.
Anderson, T., & Dron, J. (2011). Three Generations of Distance Education Pedagogy. International Review of Research in Open and Distance Learning, 12(3). https://doi.org/10.19173/irrodl.v12i3.890.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27 March. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning. Accessed 29 October 2021.
Czerniewicz, L., Agherdien, N., Badenhorst, J., Belluigi, D., Chambers, T., Chili, M., de Villiers, M., Felix, A., Gachago, D., Gokhale, C., Ivala, E., Kramm, N., Madiba, M., Mistri, G., Mgqwashu, E., Pallitt, N., Prinsloo, P., Solomon, K., Strydom, K., Swanepoel, M., Waghid, F., & Wissing, G. (2020). A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning. Postdigital Science and Education, 2(3), 946–967. https://doi.org/10.1007/s42438-020-00187-4.
Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2007). Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations. ASHE Higher Education Report, 32(5). San Francisco: Jossey-Bass. https://doi.org/10.1002/aehe.3205.
Bayne, S., Gallagher, M. S., & Lamb, J. (2013). Being ‘at’ University; the social typologies of distance students. Higher Education, 67(5), 569–583. https://doi.org/10.1007/s10734-013-9662-4.
Jones, D., Lotz, N., & Holden, G. (2021). A longitudinal study of Virtual Design Studio (VDS) use in STEM distance design education. International Journal of Technology and Design Education, 31, 839–865. https://doi.org/10.1007/s10798-020-09576-z.
Cennamo, K., & Brandt, C. (2012). The “right kind of telling”: Knowledge building in the academic design studio. Educational Technology Research and Development, 60(5), 839–858. https://doi.org/10.1007/s11423-012-9254-5.
Gelles, L. A., Lord, S. M., Hoople, G. D., Chen, D. A., & Mejia, J. A. (2020). Compassionate flexibility and self-discipline: Student adaptation to emergency remote teaching in an integrated engineering energy course during COVID-19. Education Sciences, 10(11), 304. https://doi.org/10.3390/educsci10110304
Affouneh, S., Salha, S., & Khlaif, Z. N. (2020). Designing quality e-learning environments for emergency remote teaching in coronavirus crisis. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 135–137. https://doi.org/10.30476/ijvlms.2020.86120.1033
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi.
Iglesias-Pradas, S., Hernández-García, Á., Chaparro-Peláez, J., & Prieto, J. L. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Computers in Human Behavior, 119, 106713. https://doi.org/10.1016/j.chb.2021.106713
Karakaya, K. (2021). Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach. Educational Technology Research and Development, 69(1), 295–299. https://doi.org/10.1007/s11423-020-09884-0
Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199.
Whittle, C., Tiwari, S., Yan, S., & Williams, J. (2020). Emergency remote teaching environment: A conceptual framework for responsive online teaching in crises. Information and Learning Sciences. https://doi.org/10.1108/ILS-04-2020-0099
Reinholz, D. L., Stone-Johnstone, A., White, I., Sianez, L. M., & Shah, N. (2020). A pandemic crash course: learning to teach equitably in synchronous online classes. CBE Life Sciences Education, 19(4), 60. https://doi.org/10.1187/cbe.20-06-0126
Erickson, M., & Wattiaux, M. A. (2021). Practices and perceptions at the COVID-19 transition in undergraduate animal science courses. Natural Sciences Education, 50(1), e20039. https://doi.org/10.1002/nse2.20039
Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3-24. https://doi.org/10.1177/074171368103200101
Malterud, K. (2001). Qualitative research: Standards, challenges, and guidelines. The Lancet, 358(9280), 483–488. https://doi.org/10.1016/S0140-6736(01)05627-6
Kelchtermans, G. (1993). Teachers and their career story: A biographical perspective on professional development. In C. Day, J. Calderhead, & P. Denicolo (Eds.), Research on teacher thinking: understanding professional development (pp. 198–217). The Falmer Press.
Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257–272. https://doi.org/10.1080/13540600902875332
Bourdieu, P. (1990). Logic of practice. Stanford University Press.
Charmaz, K. (2006). Constructing grounded theory. Sage Publications.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
Steinert, Y., Mann, K., Anderson, B., Barnett, B. M., Centeno, A., Naismith, L., Prideaux D, Spencer J, Tullo E, Viggiano T, Ward H, & Dolmans, D. (2016). A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical Teacher, 38(8), 769–786. https://doi.org/10.1080/0142159X.2016.1181851.
Trautwein, C. (2018). Academics’ identity development as teachers. Teaching in Higher Education, 23(8), 995–1010. https://doi.org/10.1080/13562517.2018.1449739
van Lankveld, T., Thampy, H., Cantillon, P., Horsburgh, J., & Kluijtmans, M. (2021). Supporting a teacher identity in health professions education: AMEE Guide No. 132. Medical Teacher, 43(2), 124–136. https://doi.org/10.1080/0142159X.2020.1838463.
Radović, S., & Passey, D. (2016). Digital resource developments for mathematics education involving homework across formal, non-formal and informal settings. The Curriculum Journal, 27(4), 538–559.
Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutiérrez, K. D., et al. (2007). Learning in and out of school in diverse environments: Life-long, life-wide, life-deep. Seattle: LIFE Center and Center for Multicultural Education (University of Washington).
Fallik, O., Rosenfeld, S., & Eylon, B. (2013). School and out-of-school science: A model for bridging the gap. Studies in Science Education, 49(1), 69–91.
Hung, D., Lee, S. S., & Lim, K. Y. T. (2012). Authenticity in learning for the twenty first century: Bridging the formal and the informal. Educational Technology Research and Development, 60(6), 1071–1091.
Ito, M., Gutierrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., et al. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub.
Lemke, J. L., Lecusay, R., Cole, M., & Michalchik, V. (2015). Documenting and assessing learning in informal and media-rich environments. Cambridge, MA: MIT Press.
Laru, J., & Järvelä, S. (2015). Seamless learning despite context. In L.-H. Wong, M. Specht, & M. Milrad (Eds.), Seamless learning in the age of mobile connectivity (pp. 471–484). Singapore: Springer.
Boticki, I., Baksa, J., Seow, P., & Looi, C. (2015). Usage of a mobile social learning platform with virtual badges in a primary school. Computers & Education, 86, 120–136.
Khaddage, F., Müller, W., & Flintoff, K. (2016). Advancing mobile learning in formal and informal settings via mobile app technology: Where to from here, and how? Educational Technology & Society, 19(3), 16–26.
Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted learning, 29(5), 414–425.
Rajala, A., Kumpulainen, K., Hilppö, J., Paananen, A., & Lipponen, L. (2016). Connecting learning across school and out-of-school contexts: A review of pedagogical approaches. In O. Erstad, K. Kumpulainen, Å. Mäkitalo, K. C. Schrøder, P. Pruulmann-Vegerfeldt, & T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society (pp. 15–38). Rotterdam: Sense Publishers.
Lewin, C., Lai, K. W., van Bergen, H., Charania, A., Ntebutse, J. G., & Sherman, R. (2017). Informal learning with technology. EDUsummIT summary report. In K. W. Lai, J. Voogt, & G. Knezek (Eds.), Rethinking learning in a digital age: EDUsummIT 2017 summary report (pp. 27–32). http://unesco.unibit.bg/en/EDUsummIT17. Accessed 19 January 2018.
Desimone, L. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140.
Philipsen, B., Tondeur, J., ParejaRoblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67, 1145–1174. https://doi.org/10.1007/s11423-019-09645-8.
Scottish Government. (2016). Enhancing learning and teaching through the use of digital technology: A digital learning and teaching strategy for Scotland. Retrieved from https://www.gov.scot/publications/enhancing-learning-teaching-through-use-digital-technology/.
Scottish Government. (2019). Achieving excellence and equity: National improvement framework and improvement plan. Retrieved from https://www.gov.scot/publications/2020-national-improvement-framework-improvement-plan/.
Butcher, J. (2020). Public-private virtual-school partnerships and federal flexibility for schools during COVID-19 (Mercatus center research paper series) [special edition policy brief]. Mercatus Center.
Mackey, J., Gilmore, F., & Dabner, N. (2012). Blended learning for academic resilience in times of disaster or crisis. Journal of Online Teaching and Learning, 8(2), 122–135.
Bates, R. (2013). Institutional continuity and distance learning: A symbiotic relationship. Online Journal of Distance Learning Administration, 16(4).
Tull, S., Dabner, N., & Ayebi-Arthur, K. (2017). Social media and e-learning in response to seismic events: Resilient practices. Journal of Open Flexible and Distance Learning, 21(1), 63–76.
Fox, R. (2004). SARS epidemic: Teachers’ experiences using ICTs. In R. Atkinson, C. McBeath, D. Jonas-Dwyer, & R. Phillips (Eds.), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 319–327). ASCILITE.
Liao, Y.-C., Ottenbreit-Leftwich, A., Karlin, M., Glazewski, K., & Brush, T. (2017). Supporting change in teacher practice: Examining shifts of teachers’ professional development preferences and needs for technology integration. Contemporary Issues in Technology and Teacher Education, 17(4), 522–548.
An, Y., & Reigeluth, C. (2012). Creating technology-enhanced, learner-centered classrooms: K-12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54–62.
Reigeluth, C. M., Beatty, B., & Myers, R. (2016). The learner-centered paradigm of instruction. In C. M. Reigeluth, B. Beatty, & R. Myers (Eds.), Instructional-design theories and models: The learner-centered paradigm of education. Routledge.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 Der/die Autor(en), exklusiv lizenziert an Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature
About this chapter
Cite this chapter
Sinha, A. (2023). Anforderungen und Herausforderungen durch die Pandemie im akademischen Bereich. In: Sinha, A. (eds) Neugestaltung der Pädagogik und der Lehrplanpraxis im Hinblick auf den Online-Unterricht. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-39609-1_2
Download citation
DOI: https://doi.org/10.1007/978-3-658-39609-1_2
Published:
Publisher Name: Springer VS, Wiesbaden
Print ISBN: 978-3-658-39608-4
Online ISBN: 978-3-658-39609-1
eBook Packages: Education and Social Work (German Language)