Needs-Driven Innovation: What COVID-19 Tells Us About Digital Transformation in Learning

Looi, Chee-Kit

《教育傳播與科技研究》 128期 (2022/04) Pp. 7-18

https://doi.org/10.6137/RECT.202204_(128).0002

摘要

During periods when the coronavirus disease-2019 (COVID-19) lockdowns and disruptions have affected schools and universities round the world, various practices of online learning or blended learning have emerged on the scene to ensure that learning continues uninterrupted. The lockdowns in schools and universities have necessitated emergency responses in the quick adoption of online and blended learning. Practices have quickly emerged such as live hybrid learning in which instructors teach students in-person in the classroom as well as students watching the lecture live online. More opportunities arise to bring about educational change or paradigm shifts that were once out of reach. Some universities have used the pandemic as an opportunity to re-define the intent and curricula of their undergraduate education. Indeed, needs-driven practices implemented at a rapid pace and large scale brought about unprecedented digital transformations in learning. Research has developed new salient understandings of digital learning, such as the sharpening of the digital divide during COVID-19, and issues of equity, self-regulation, well-being and mental health. Reflecting on these understandings and varied practices, we discuss an aspirational future for innovations in the digital transformation of education.

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