Title of the panel:
Technology, education, & on-line learning: continuity and transformation in times of the pandemic
technology-enhanced teaching and learning; distance learning; higher education institutions; continuity; transformation
Short description of the panel
This panel’s scope is to explore the global coronavirus pandemic and its effect on teaching and learning processes within a variety of frameworks, including transformative learning, online collaborative learning, and ICT. Research questions will be: How did the coronavirus pandemic produce transformations in higher education systems? How and to what extent did the lockdown due to the pandemic have effect on technology-enhanced teaching and learning?
In the last decades, the world of education has been enriched by new technological systems that can confer advantages in the formative process (Learning Management System, Chatbot, Intelligent Tutoring System, etc.). Due to the pandemic emergency, the academic world has found itself forced to exploit such technological resources in the distance formative paths. Which contributions have brought new technologies to distance education? Has enough been done? Indeed, technological development areas need to be deepened, for example, artificial intelligence and deep learning in human-machine interaction, contributing to developing training paths more and more suitable to each user’s needs.
Starting from those questions, with a very transdisciplinary approach, the contributions of the panelists will address the topic of continuity and transformation in higher education during and after the coronavirus pandemic through an examination of programs (e.g., faculty‐level, institutional‐level, etc.), processes (e.g., co‐curricular engagement, assessment, measures, etc.), pedagogical experiences (e.g., teaching assignments, online community, virtual laboratory, research, etc).
The high grade of diversity of the panelists, coming from different academic background and nations, will provide evidence of transformations amid the coronavirus pandemic by examining experiences and examples. We will offer suggestions on the impacts on the following levels:
- faculty (e.g., improved teaching, enhancing technology skills, altered self‐identity, transformations in the perception of professional identity, etc.),
- students (e.g., how they learn, path to reinforce participation, engagement, skills’ enrichment and digital competencies, exposure to self‐efficacy, etc.),
- institutional environments (e.g., organizational changes in higher education settings, implementation of technology-based teaching, accessibility of paths, contents, courses, culture shifts, fundraising, etc.),
- communities (e.g., social and economic impact of the pandemic on local areas, actions for facing digital and social divide, effects of smart-working on professional identities, network for sustaining innovation in public administration and private corporations).
- Teresa Bifulco, University of Naples “Parthenope”, Italy
- Mario Casillo, University of Salerno, Italy
- Massimo De Santo, University of Salerno, Italy
- Loretta Fabbri, University of Siena, Italy
- Mario Giampaolo, University of Siena, Italy
- Effrosyni Kostara, Hellenic Open University, Greece
- George Koulaouzides, Hellenic Open University, Greece
- Marco Lombardi, University of Salerno, Italy
- Claudio Melacarne, University of Siena, Italy
- Rosalba Mosca, University of Salerno, Italy
- Carlo Orefice, University of Siena, Italy
- Alessandra Romano, University of Siena, Italy
- Alfonso Santaniello, CONFORM S.C.A.R.L., Italy
- Domenico Santaniello, University of Salerno, Italy
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