About this Research Topic
The field of university teaching and learning has undergone significant transformations, particularly in response to the COVID-19 pandemic. Historically, academic instruction has evolved from the limited access to books in medieval times to the widespread use of digital learning technologies today. Despite these advancements, traditional lecture halls remained the cornerstone of university education until the pandemic necessitated a rapid shift to emergency remote teaching. This abrupt transition has left a lasting impact on how educators and institutions conceptualize and implement teaching strategies. Recent studies have highlighted the challenges and opportunities presented by this shift, including the need to rethink large lectures, reshape assessment methods, and support diverse student populations. However, there remains a gap in understanding the long-term implications of these changes and how they can be harnessed to foster a more progressive and inclusive educational environment.
This Research Topic aims to explore the various ways in which the pandemic has compelled educators and researchers to challenge traditional notions of teaching and learning in university settings. The primary objectives include examining the challenges faced by traditional lecture halls, understanding the lessons learned from the pandemic era, and envisioning the future design of university teaching practices. Key questions to be addressed include: How can large courses be effectively managed in a post-pandemic world? What innovative approaches can be adopted for hands-on and project-based learning? How can we balance pre-pandemic practices with new, effective methods developed during the pandemic?
To gather further insights into the future of university teaching and learning, we welcome articles addressing, but not limited to, the following themes:
- Hybrid synchronous learning activities and their technical and educational challenges
- Interaction in large courses
- Novel approaches to hands-on, lab, and project-based courses
- Innovative use of hardware and software in hybrid synchronous and asynchronous learning activities beyond LMS and video conferencing systems
- Managing students' expectations post-pandemic
- New formats and media for in-person (hybrid) courses
- Evaluating which traditional practices should be preserved and which new practices should be integrated into the "new normal"
This Research Topic aims to explore the various ways in which the pandemic has compelled educators and researchers to challenge traditional notions of teaching and learning in university settings. The primary objectives include examining the challenges faced by traditional lecture halls, understanding the lessons learned from the pandemic era, and envisioning the future design of university teaching practices. Key questions to be addressed include: How can large courses be effectively managed in a post-pandemic world? What innovative approaches can be adopted for hands-on and project-based learning? How can we balance pre-pandemic practices with new, effective methods developed during the pandemic?
To gather further insights into the future of university teaching and learning, we welcome articles addressing, but not limited to, the following themes:
- Hybrid synchronous learning activities and their technical and educational challenges
- Interaction in large courses
- Novel approaches to hands-on, lab, and project-based courses
- Innovative use of hardware and software in hybrid synchronous and asynchronous learning activities beyond LMS and video conferencing systems
- Managing students' expectations post-pandemic
- New formats and media for in-person (hybrid) courses
- Evaluating which traditional practices should be preserved and which new practices should be integrated into the "new normal"
Keywords: novel pedagogies, innovative technologies for education, design of physical spaces, roomware, hybrid & blended approaches, student engagement
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
