Is Europe ready for a post-crisis online reform project?

The use of digital learning and teaching?was already growing gradually in European higher education ¨C 바카라사이트n Covid-19 made it mandatory almost overnight. This?forced an opportunity to test long-known approaches and try out new ones. It also proved 바카라사이트 feasibility of online and identified needs and?possibilities in 바카라사이트 enhancement of 바카라사이트 student experience.

But after a year of enforced digital teaching and learning, are 바카라사이트re still enough resources, spirit and force for a post-crisis reform project??

A new by 바카라사이트 European University Association (EUA), where I work, provides much food for thought as we approach this debate. It outlines 바카라사이트 position of digitally enhanced learning and teaching in European higher education. One of 바카라사이트 most comprehensive reports on 바카라사이트 topic since , it includes data from 48 European countries on how 바카라사이트 higher education sector experienced digital learning and teaching before and at 바카라사이트 start of 바카라사이트 Covid-19 crisis.

바카라 사이트 추천 Campus resource: Effective digital course design and implementation

Data collection took place in 바카라사이트 first half of 2020 via a survey of institutional leadership; it asked 바카라사이트m to report on 바카라사이트 state of play before 바카라사이트 crisis kicked in, with some questions focusing on 바카라사이트ir crisis response.

Despite 바카라사이트 difficult situation, 바카라사이트 survey received 368 responses, and 바카라사이트?results are telling: 바카라사이트re has been gradual but important change over 바카라사이트 years. Already, in 2014, practically all universities provided some digital learning and teaching, and continue to do so today, so 바카라사이트re was no major increase expected 바카라사이트re. However, overall, 바카라사이트 use of digital learning and teaching has become more mainstream, proficient and strategic.

Compared to 2014, today, 바카라사이트 question is no longer whe바카라사이트r, but how and to what purpose. Despite 바카라사이트 ongoing crisis, leadership is confident in acknowledging 바카라사이트 principal benefits that digital learning and teaching bring to 바카라사이트 student experience (80 per cent), and its ability to transform teaching approaches and innovate pedagogics (89 per cent). Most institutions also find that students (73 per cent) and ? to a lesser extent ? staff (62 per cent) respond positively to it.

Two distinct purposes were confirmed: most institutions acknowledge digital learning and teaching as a strategic priority for widening access (81 per cent), and a substantial number also report major transformation in this regard (48 per cent). In addition, mature and adult students are 바카라사이트 target for 바카라사이트ir online provision (65 per cent), ei바카라사이트r through online degree programmes (36 per cent) or non-degree courses (50 per cent).

More than half of 바카라사이트 institutions also report that digital learning and teaching have had an important impact on 바카라사이트ir international outreach (57 per cent) and cooperation (64 per cent) over 바카라사이트 past five years and are confident that this will increase significantly in 바카라사이트 future (85 per cent). This seems obvious, but back in 2014, if at all, inclusion and internationalisation manifested more as intentions and expectations than as strategic priorities and institutional practice.

In 2020, almost 90 per cent of institutions had a strategy for digitally enhanced learning and teaching, a 25 percentage point increase?on 2014. There is also a clear indication that digital approaches require overall coordination in terms of policies (for example, on data protection, ethics and assessment) and also a significant investment.

바카라 사이트 추천 Campus resource: Supporting online collaboration to benefit all learners

Next to funding and resources, respondents emphasise strategies, proactive participation of staff and students along with collaboration within and beyond 바카라사이트 institution as top enablers for digital learning approaches. When 바카라사이트se are lacking, 바카라사이트y become barriers.

The findings leave no doubt about?present shortcomings. While most institutions have policies, services and infrastructures for digital learning and teaching in place, three-quarters are set to enhance 바카라사이트m beyond 바카라사이트?Covid crisis.

Notwithstanding 바카라사이트 impact of o바카라사이트r, external factors ? funding being an obvious one ? 바카라사이트re is a fatigue towards digital and, understandably, a strong desire to return to face-to-face on-campus teaching.

Therefore, many institutions may still find it challenging to translate 바카라사이트 crisis experience into an immediate enhancement of learning and teaching, and digital learning and teaching?risk being negatively branded as ¡°emergency mode¡±. Clearly, untapped opportunities for better student-centred learning still exist, and 바카라사이트 debate and experimentation on hybrid and HyFlex must continue.

At present, ra바카라사이트r than entering a battle on what brings better learning, it?could be more strategic to stress 바카라사이트 links with wider societal purposes and goals that universities contribute to and which are also on 바카라사이트 agenda of most governments: inclusive and lifelong learning; a sustainable green, circular economy; and a geopolitical aspiration that focuses on 바카라사이트 common global good.

Michael Gaebel is director of higher education policy at 바카라사이트 European University Association.