Abstract:

In many countries, higher education institutions (HEIs) are facing an enormous challenge of moving from face-to-face to remote teaching due to the Covid 19 pandemic. This challenge involves some difficulties, mainly related to the adaptation to a new model, with relevant methodological and pedagogical implications (Ewing & Cooper, 2021).

This study aims to analyse higher education teachers' attitudes, perceptions and competences, in the teaching process when they are involved in different learning experiences. The conceptual framework of this study involves three learning experiences: face-to-face, online and hybrid learning (face-to-face and online).

This study is supported by a mixed methodology, by conducting a questionnaire addressed to all teachers who taught at one HEI, more specially a business school, in the academic year 19-20 and 1st semester 20-21. Cumulatively, semi-structured interviews were carried out with teachers from distinct scientific areas, in order to understand the difficulties and constraints of the adaptation process to the different learning experiences. Additionally, a set of documents were also analysed to identify good practices in this field.

We understand that the results of this study become relevant and applicable to the development of teacher education, enhancing the acquisition of adaptation strategies to this new learning context, as well as the creation of pedagogical tools and practical methodologies to improve the student experience in class (face-to-face or online) and to enhance students' learning and involvement.

Keywords:

Learning experience, higher education, hybrid learning, learning strategies.