article.page.titleprefix
Educational Impulses for Redesigning (Online) Teaching in the Post-Pandemic World: A Discussion and Evaluation of Lessons Learned

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dc.contributor.authorKnaus, Thomas
dc.date.accessioned2024-06-25T08:53:33Z
dc.date.available2024-06-25T08:53:33Z
dc.date.issued2024-06-24
dc.description.abstractThis article reflects on the challenge of online teaching from the perspective of media didactics, a perspective that gained prominence during the COVID-19 pandemic. The qualitative-reconstructive study reflects on 65 multidisciplinary papers written during the pandemic. Together, these studies empirically examine the challenges, achievements, and failures of the first large-scale experiment in university teaching during that time and include quantitative empirical studies and qualitative first-hand accounts from university lectures that document how scholars adapted their courses from on-campus teaching to online teaching. Many approaches are innovative and creative, while some are not really new, at least from the perspective of media education. Still, many teachers with limited exposure to media-based or online teaching pre-pandemic broke new ground in their individual teaching. Of course, learning is an individual process. Nevertheless, expectations that university teaching would be fundamentally redesigned were almost inevitably destined for disappointment due to the pandemic’s suddenness, a lack of didactic knowledge, technical and organizational hurdles, and various other individual challenges. It is now clear that the emergency online semesters have permanently changed university teaching. Learning from both successes and failures, this article proposes the design and development of good (online) teaching for post-pandemic times. It bases its proposals on the documented experiences of teachers, on empirical data, and on three practical examples.
dc.description.sponsorshipThe Weizenbaum Institute is funded by the German Federal Ministry of Education and Research (BMBF)
dc.identifier.citationKnaus, T. (2024). Educational Impulses for Redesigning (Online) Teaching in the Post-Pandemic World: A Discussion and Evaluation of Lessons Learned. Weizenbaum Journal of the Digital Society, 4(4). https://doi.org/10.34669/wi.wjds/4.4.2
dc.identifier.doihttps://doi.org/10.34669/wi.wjds/4.4.2
dc.identifier.issn2748-5625
dc.identifier.urihttps://www.weizenbaum-library.de/handle/id/707
dc.identifier.zdb3064083-0
dc.language.isoeng
dc.publisherWeizenbaum Institute
dc.rightsopen access
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectUniversity Education
dc.subjectuniversity didactics
dc.subjectDigital media
dc.subjectmedia didactics
dc.subjectOnline Learning
dc.subjectonline teaching
dc.subjecthybrid teaching
dc.subjectinteraction
dc.subjectparticipation
dc.subjectcollaboration
dc.subjectCOVID-19
dc.subjectemergency remote teaching
dc.subjectpost-pandemic times
dc.subjectdigitalization
dc.subjectmeta study
dc.titleEducational Impulses for Redesigning (Online) Teaching in the Post-Pandemic World: A Discussion and Evaluation of Lessons Learned
dc.typeArticle
dc.type.statuspublishedVersion
dcmi.typeText
dcterms.bibliographicCitation.issue4
dcterms.bibliographicCitation.journaltitleWeizenbaum Journal of the Digital Society
dcterms.bibliographicCitation.originalpublisherplaceBerlin
dcterms.bibliographicCitation.volume4
dspace.entity.typeArticle
local.series.nameWeizenbaum Journal of the Digital Society
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Vol. 4 No. 4 (2024)