The COVID-19 Pandemic Has Forced the Digital Transformation of Learning and Teaching Practices

Walter Nuninger ()
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Walter Nuninger: CRIStAL - Centre de Recherche en Informatique, Signal et Automatique de Lille - UMR 9189 - Centrale Lille - Université de Lille - CNRS - Centre National de la Recherche Scientifique

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Abstract: Like any organization, Higher Education Institutions (HEIs) had to adapt quickly to limit the impact of the COVID pandemic. In France, HEIs complied with the regulation and followed the evolving framework imposed by the state to face the health crisis. First, the universities reacted to provide means to support barrier measures; second, they adapted functioning with teleworking and decrease of audience gauge; finally, they accelerated IT integration in the learning to develop hybrid solutions and online learning. The emergency decision-making aimed at maintaining the training offer, but, over the sanitary containment measures, the needs for the accompaniment of the people became obvious. Based on a set of collected data and quality surveys, this chapter presents the local deployment in an engineer school, putting the focus on the effort to provide means. Then the impact of their usage on the teaching practices. Without claiming to generalize, the goal is to propose the perspectives for a lasting change in higher education training, following the dynamics of a changing society.

Date: 2022-06-24
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Published in Comparative Research on Educational Policy Responses to the COVID-19 Pandemic, IGI Global, pp.200-260, 2022, Advances in Educational Marketing, Administration, and Leadership, ⟨10.4018/978-1-6684-3600-4.ch010⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-03711885

DOI: 10.4018/978-1-6684-3600-4.ch010

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