Approaching flexible pedagogies: Teaching in pandemics, strategies and adaptations in higher education

Authors

DOI:

https://doi.org/10.21556/edutec.2022.79.2373

Keywords:

Higher education, flexible learning, online learning, learning strategies, teaching practice

Abstract

This research aims to share the analysis methodology developed to identify lessons learned during the period of confinement and recommendations for reflecting on pedagogical and digital adaptations for a more flexible education. Teachers and undergraduate and master's degree students from the Faculty of Education participated. The results reveal that the beginning of the confinement only allowed content to be transferred digitally and offered little time to rethink teaching and learning. However, they show that there is flexibility in the choice of methodologies, depending on the needs and circumstances of the learners. Participants are predisposed to continue learning about the use of digital technologies and innovative teaching methods, and there is also a need to incorporate such competences into the curricula of future educators. It is evident that flexibility will be key to educational quality, therefore the current commitment of teachers starts with reviewing their pedagogical and technological adaptations

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Author Biographies

Paloma Valdivia-Vizarreta, Universitat Autònoma de Barcelona

PhD in Education. Bachelor's Degree in Primary Education (UNIFE University-Peru), MSc in Educational Planning and Management and Doctor of Educational Sciences. Professor at the Universitat Autònoma de Barcelona (Spain) where she teaches Social Pedagogy and related topics.
Her research is centered on the educational and social use of ICT, within the context of formal, non-formal and informal education. Her latest publications focus on Education and ICT for Development, Telecentres, E-learning, Digital Social Innovation; Educational Programs' Sustainability.
She is part of the GIPE. Team member of the "EFI" (Efficiency for Training) and "Gi-PD" (Innovation Group on Teaching Portfolio) groups. Collaborator of the Ibero-American Society of Social Pedagogy.

Ingrid Noguera, Universitat Autónoma de Barcelona (España)

Teacher and researcher in the field of theories of education in the digital society. Her research interests include teaching-learning in the digital society and innovative teaching methodologies. She has participated in several European (H2020) and national (R+D+i) funded projects on technology-supported teaching methodologies (e.g. collaborative learning, case-based learning, inquiry-based learning), on social and informal uses of technologies for learning and on the assessment of online learning. He disseminates his scientific activity in international conferences, high impact journals and prestigious publishing houses. In her pre and post doctoral career she has developed her research activity at the Universitat de Barcelona, the Universitat Oberta de Catalunya, the Fondation Maison des Sciences de l'Homme-École Centrale Paris and the Centre for Learning Sciences and Technologies. Accredited by ANECA as a private university lecturer and PhD contract lecturer since 2014. In the last 10 years she has been a lecturer and researcher at the Universitat de Barcelona, the Universitat Oberta de Catalunya and, currently, she is Serra Húnter lecturer at the Universitat Autònoma de Barcelona.

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Published

29-03-2022

How to Cite

Valdivia-Vizarreta, P., & Noguera, I. (2022). Approaching flexible pedagogies: Teaching in pandemics, strategies and adaptations in higher education. Edutec, Revista Electrónica De Tecnología Educativa, (79), 114–133. https://doi.org/10.21556/edutec.2022.79.2373

Issue

No. 79 (2022): Special Issue: Flexible education in the age of open knowledge

Section

Special Issue: Flexible education in the age of open knowledge

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