DIGITALCHANGES IN THE TEACHING LEARNING PROCESS AFTER COVID: WHAT ARE THE CHALLENGES FOR STUDENTS AND TEACHERS IN RETURNING TO A “NEW NORMALITY”?
1 IPAM - Instituto Português de Administração de Marketing (PORTUGAL)
2 IPAM, CIPES (PORTUGAL)
3 ISCA - Universidade de Aveiro (PORTUGAL)
2 IPAM, CIPES (PORTUGAL)
3 ISCA - Universidade de Aveiro (PORTUGAL)
About this paper:
Appears in: EDULEARN22 Proceedings
Publication year: 2022
Pages: 7539-7545
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.1766
Publication year: 2022
Pages: 7539-7545
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.1766
Conference name: 14th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2022
Location: Palma, Spain
Dates: 4-6 July, 2022
Location: Palma, Spain
Abstract:
Objectives:The present study aims to identify and analyse the challenges after COVID-19 in higher education, considering the changes in the teaching learning process. After these changes, with the restrictions imposed by COVID-19, it is now important to investigate the challenges faced by the whole process upon the return to a "new normality". So, this study, which involves students and teachers of a Marketing Management degree, intends to identify which are the challenges experienced by these two stakeholders, to contribute to the development of operational strategies to improve the educational process, and to help students and teachers in their future.
Methodology:
The methodology used was qualitative, in which focus groups were conducted with the two groups of stakeholders under study - teachers and students, in order to understand their perspective of the challenges and the difficulties in this new phase of adaptation to a “new normality”.
Results:
These two years of pandemic have completely transformed teaching and the learning process, creating an unprecedented educational environment not only for students, but also for teachers, according to Serhan (2020). It is in this line of thought, that the results of the study guide the institutions towards the necessary adaptations, analysing the difficulties/challenges in the process of adaptation to this new reality.
Contributions:
The study presents relevant contributions to the identification of students' and teachers' challenges in the adaptation process to the new post-pandemic "normality" in higher education. These contributions are equally important for higher education institutions, because it helps to identify which adaptations are necessary, such as psychological, technological, methodological support and teachers’ professional development programs, that could positively contribute to a better adaptation to possible changes in the educational process and for the creation of a new model of education in higher education.