Un Análisis Comparativo de Métodos Digitales Innovadores de Enseñanza y Aprendizaje Antes y Post-pandemia en dos Universidades en Italia y Nigeria

Autores/as

DOI:

https://doi.org/10.25749/sis.25272

Palabras clave:

aprendizaje digital, educación de adultos, pandemia COVID-19, métodos innovadores

Resumen

Este artículo presenta un análisis descriptivo y comparativo de las políticas de educación superior al nivel estatal y organizacional, los métodos y la efectividad del aprendizaje digital en Italia y Nigeria, debido a los cambios provocados por la pandemia del COVID-19. Es un reflejo de la experiencia de la Academia de Educación de Adultos (AEA) 2021, que se centró en analizar el estado previo y posterior a la pandemia en las dimensiones mega, meso y micro para crear un entorno de aprendizaje favorable, fomentar métodos de enseñanza innovadores en ambos países y aprender con esos cambios. Desde un análisis comparativo, el propósito de este artículo es explorar las prácticas y estrategias implementadas por dos universidades en Italia y Nigeria para enfrentar los desafíos causados por la pandemia. Se propondrán algunos métodos prácticos de enseñanza/aprendizaje que pueden preparar las instituciones para la nueva normalidad.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Tewo V. Bakare, Department of Adult Education, University of Lagos, Nigeria

Associate Professor of adult education (Department of Adult Education, University of Lagos, Nigeria) is a seasoned adult educator and resource person who has worked extensively in the field for several decades and served as a consultant both locally and with foreign collaborators.  She has attended numerous conferences both nationally and internationally, and has over 70 publications in reputable Journals to her credit.  Her area of specialization is adult teaching methods and ICT with interest is women and environmental issues.

Helen Opara, Department of Adult Education, University of Lagos, Nigeria

Doctoral Student with the Department of Adult Education University of Lagos. Her thesis is on Coping Strategies and Subject wellbeing of Single Parents. She holds Master’s Degree in Public Administration and Manpower Training and Development Education.  Her research interests include Adult Education, Lifelong Learning, Subjective Wellbeing of older Adults and Comparative Studies. She is a member of many Professional Associations such as Nigerian National Council for Adult Education (NNCAE): Association for Sustainable Development and Communities Integration of Nigeria (ASDCIN) and attended many Conferences.

Concetta Tino, Department of Philosophy, Sociology, Pedagogy and Applied Psychology, University of Padua, Italia

PhD in Pedagogical Sciences, Education and Training. She teaches at the Department of Philosophy, Sociology, Pedagogy and Applied Psychology of the University of Padua. Her research interests are education-work partnership, skills boundary spanning, soft skill development and assessment, active teaching, leadership and female career development. She has published several articles and chapters on research topics. Among the recent articles: Career planning, proactivity, self-employability, and labour market: undergraduates’ perceptions. (with Fedeli, M.). Women’s career decision making and interest in engineering: a qualitative analysis of influential personal and contextual factors (with Lavagnolo M.C., Fedeli, M. & Bierema, L.).

Monica Fedeli, Department of Philosophy, Sociology, Pedagogy and Applied Psychology, University of Padua, Italia

Full Professor of adult education, teaching methods, organizational development and change, University of Padua, Department of Philosophy, Sociology, Pedagogy and Applied Psychology. Her research interests are didactics, active and participatory teaching and learning, faculty development in Italy and international settings, gender equity, university business dialogue, and professional and organizational development. She has published more than 140 contributions, in books, book chapters, and in a variety of national and International journals.

Citas

Agbele, A. T., & Oyelade, E. A. (2020). Impact of COVID-19 on the Nigerian Educational System: Strengths and Challenges of Online/Virtual Education. Asian Journal of Education and Social Studies (AJESS), 13(1), 26-35. doi: 10.9734/ajess/2020/v13i130322

Arduini, G., & Chiusaroli, D. (2020). University teaching during Covid-19. Italian Journal of Health Education, Sports and Inclusive Didactic, 4(4), 94-102. doi: 10.32043/gsd.v4i4_si.300

Arora, A. K., & Srinivasan, R. (2020). Impact of pandemic COVID‐19 on the teaching‐learning process: A Study of Higher Education Teachers. Prabandhan: Indian Journal of Management, 13(4), 43-56. doi: 10.17010/pijom%2F2020%2Fv13i4%2F151825

Bildfell, A. (2015, September 1st). What is innovative teaching and how can we implement it into our classrooms at the post-secondary level. Teaching and Learning Services TA Blog. Retrieved from: https://carleton.ca/tasupport/2015/what-is-innovative-teaching-and-how-can-we-implement-it-into-our-classrooms-at-the-post-secondary-level/

Cuban, L. (2004). The Blackboard and the Bottomline. Why schools can’t be businesses. Cambridge, MA: Harvard University Press.

Decree Legislative (5 June 1998). n. 204. Provisions for the coordination, planning and evaluation of the national policy relating to scientific and technological research, (pursuant to article 11, paragraph 1, letter d, of law n. 59). Retrieved from: https://www.gazzettaufficiale.it/eli/id/1998/07/01/098G0257/sg.

Decree-Law (2 March 2020, n. 9). Urgent support measures for families, workers and businesses connected to the epidemiological emergency from COVID-19. Retrieved from https://www.gazzettaufficiale.it/eli/id/2020/03/02/20G00026/sg

Dewey, J. (1938). Experience and education. New York: Simon and Schuster.

Egetenmeyer, R. (2017). What to compare? Comparative Issues in Adult education. In M. Slowey (Ed.), New Perspectives on Comparative Adult Education (pp. 89-126). Florence: Firenze University Press.

EC. European Commission (2011). Supporting growth and jobs for the agenda for the modernisation of Europe ‘s higher education systems. http://ec.europa.eu/assets/eac/education/library/policy/modernisation_en.pdf (ver. 17.05.2022).

EC. European Commission. (2013). Report to European on improving the quality of teaching and learning in Europes’s higher education institutions. Luxembourg: Publications Office of the European Union.

EC. European Council (2018). Council Recommendation on key competences for lifelong learning. (2018/C 189/01). Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&rid=7

EU. The European Parliament & Council of European Union (2006). Recommendation of The European Parliament and of The Council. Key competences for lifelong learning. A European reference framework. Official Journal of the European Union

Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32006H0962.

Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. New York: RoutledgeFalmer.

Harasim, L. (2012). Learning theory and online technologies. New York: Routledge/Taylor & Francis.

Haythornthwaite, C., Andrews, R., Kazmer, M. M., Bruce, B. C., Montague, R.-A., & Preston, C. (2017). Theories and models of and for online learning. First Monday, 12(8). doi: 10.5210/fm.v12i8.1976

ISTAT. (2019). Cittadini, imprese e ICT. Report 201.8. Retrieved from: https://www.istat.it/it/files//2019/01/Re-port-ICT-cittadini-e-imprese_2018_PC.pdf

ISTAT. (2020). Spazi in casa e disponibilità di computer per bambini e ragazzi. Retrieved from: https://www.istat.it/it/files//2020/04/Spazi-casa-disponibilita-computer-ragazzi.pdf

Kentiba, E. (2020, June 15th). Covid-19 pandemic and teaching learning process, what teaching methods are recommended? Researchgate [question]. Retrieved from: https://www.researchgate.net/post/COVID-19-pandemic-and-teaching-learning-process-what-teaching-methods-are-recommended

Knowles, M. (1984). Andragogy in action. San Francisco: Jossey-Bass.

Lall, S., & Singh, N. (2020). Covid‐19: Unmasking the new face of Education. International Journal of Research in Pharmaceutical Sciences, 11(SPL1), 48-53. Retrieved from: https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-154282

Maity, S., Sahu, T. N., & Sen, N. (2020). Panoramic view of digital education in COVID‐19: A new explored avenue. BERA Review of Education. doi: 10.1002/rev3.3250

Marcelo, C., & Yot-Domínguez, C. (2019). From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge. Journal of Further and Higher Education, 43(7), 975-988. doi: 10.1080/0309877X.2018.1429584

Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. doi: 10.1016/j.ijedro.2020.100012

Mynbayeva, A., Sadvakassova, Z., & Akshalova, B. (2017). Pedagogy of the Twenty-First Century: Innovative Teaching Methods. In Olga Bernad-Cavero & N. Llevot-Calvet (Eds.), New Pedagogical Challenges in the 21st Century - Contributions of Research in Education. Intech Open. doi: 10.5772/intechopen.72341

Nlebem, A. (2020, March 19). FG orders closure of all schools in Nigeria as Coronavirus spreads. Business Day. Retrieved from: https://businessday.ng/coronavirus/article/fg-orders-closure-of-all-schools-in-nigeria-as-coronavirus-spreads/ :

NPE. (2013). National Policy on Education. (6th edition). Lagos: Federal Government of Nigeria, NERDC.

OECD (2016). Innovating Education and Educating for Innovation: The power of digital technologies and skills. [Education Innovation and Research]. Paris: OECD Publishing. doi: http://dx.doi.org/10.1787/9789264265097-en

Papert, S. (1993). The Children's Machine. New York: Basic Books.

Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning Journal, 21(3), 166-190. doi: http://dx.doi.org/10.24059/olj.v21i3.1225

Podlasy, I. P. (1996). Pedagogy: Textbook for Students of Pedagogic Universities. Moscow: Vlados.

Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. doi: 10.1177%2F2347631120983481

Ranieri, M., Raffaghelli, J., & Pezzati, F. (2018). Digital resources for faculty development in e-learning: a self-paced approach for professional learning. Italian Journal of Educational Technology, 26(1), 104-118. doi: 10.17471/2499-4324/961

Sachou, M.-E. (2013, June). Innovative methods of teaching. International Conference: The future of education. Florence, Italy.

Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65-73. doi: 10.1111/j.1365-2729.2009.00338.x

Siemens, G. (2005). Connectivism: a theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. Retrieved from: http://www.itdl.org/Journal/Jan_05/article01.htm

Swan, K. (2006). A constructivist model for thinking about learning online. In J. Bourne & J. C. Moore (Eds), Elements of quality online education: Engaging Communities (pp. 1-19). Needham, Massachussetts: Sloan Consortium.

TEP-NESG (2020). Learning in pandemic: Nigeria’s response to teaching and learning during the COVID-19 pandemic. The educational partnership centre (TEP), in collaboration with the Nigerian Economic Summit Group (NESG). Retrieved from: https://education.gov.ng/wp-content/uploads/2020/08/Learning-in-a-Pandemic-Report_TEP-NESG_2020.pdf

Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market. Post-digital Science and Education, 2, 863-878. doi: 10.1007/s42438-020-00164-x

Thomas, C. J. (2020). Coronavirus and Challenging times for Education in Developing Countries. Washington DC: The Brookings Institution.

Thompson, A. D., & Mishra, P. (2007). Editors’ remarks: Breaking news: TPCK becomes TPACK!. Journal of Computing in Teacher Education, 24(2), 38-64. doi: 10.1080/10402454.2007.10784583

UNESCO. (2020). COVID-19 Educational Disruption and Response. Retrieved from: https://en.unesco.org/covid19/educationresponse

Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge: Harvard University Press.

Descargas

Publicado

2022-06-30

Número

Vol. 10 Núm. 2 (2022): Perspectivas internacionales y análisis comparativo: políticas y prácticas de educación de adultos

Sección

Artículos

Licencia

Derechos de autor 2022 Sisyphus – Revista de Educación

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.

Copyright (c) es propiedad de Sisyphus – Journal of Education. Sin embargo, alentamos que los artículos publicados en la revista se publiquen en otro lugar, siempre que se solicite el permiso de Sisyphus y los autores incorporen nuestra cita original y un enlace a nuestra página web.

Política de Autoarchivo
Los autores pueden autoarchivar la versión final publicada de sus artículos en repositorios institucionales, temáticos o páginas web personales e institucionales.

Suscriptor de DORA
El Instituto de Educação de la Universidade de Lisboa, editor de Sisyphus, es uno de los suscriptores de la Declaración de San Francisco sobre la Evaluación de la Investigación (DORA).