Publicación: TRANSITION FROM ON-SITE TO ONLINE EDUCATION: EXPLORING THE CHILEAN HIGHER EDUCATION EXPERIENCE IN TIMES OF COVID-19.
Fecha
2021
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HIGHER EDUCATION POLICIES FOR DEVELOPING DIGITAL SKILLS TO RESPOND TO THE COVID-19 CRISIS: EUROPEAN AND GLOBAL PERSPECTIVES
Resumen
THE CURRENT GLOBAL PANDEMIC SCENARIO HAS IMPACTED EDUCATION SYSTEMS AROUND THE WORLD. TERTIARY EDUCATION IS NO EXCEPTION, WITH ?EMERGENCY REMOTE TEACHING? (HODGES ET AL., 2020) IN RESPONSE TO CRISIS BEING IMPLEMENTED ACROSS THE GLOBE (IAU, 2020; MARINONI ET AL., 2020; REIMERS, & SCHLEICHER, 2020; U.N., 2020) THE CLOSURE OF EDUCATIONAL INSTITUTIONS HAS BROUGHT MANY CHALLENGES FOR HIGHER EDUCATION AND TEACHERS EVERYWHERE, FORCING THEM TO RESTRUCTURE AND RECONSIDER THEIR TEACHING APPROACHES TO SWITCHING OVER TO THE ONLINE MODE. FOR MANY EUROPEAN INSTITUTIONS, THE ONLINE MODE IS NOT NEW. THEY ALREADY OFFERED ONLINE COURSES AND DEGREES AND USED E-LEARNING PLATFORMS TO SUPPORT THE LEARNING PROCESS. LIKEWISE, IN MANY COUNTRIES OF LATIN AMERICA, INCLUDING CHILE, THE USE OF E-LEARNING RESOURCES TO SUPPORT TRAINING SUCH AS MOODLE OR CANVAS HAS BECOME A USUAL PRACTICE. HIGHER EDUCATION INSTITUTIONS (HEIS) ARE ALSO FREQUENTLY OFFERING E-LEARNING OR
B-LEARNING COURSES OR DEGREES, ESPECIALLY POSTGRADUATE DEGREE
