IO1 Gap analysis and selection of digital tools for training in the extended class

IO1 Gap analysis and selection of digital tools for training in the extended class

Work on IO1 is in the final stages in November 2021. Most of the planned work has already been done. We only face a shortage on surveys by professors. We ask them how they conducted their contact hours with the students, what problems they encountered, what tools and gadgets they used, and the like. Dear professor or lecturer, If you want to share your experience with us, the survey will be available at the following link until 11/24/2021:

IO1 is divided into five sequential activities:

  • IO1/A1 Design of Desk research and field research interviews action plan,
  • IO2/A2 Conducting Desk research and interviews on digital tools for V/E teaching,
  • IO3/A3 Survey Design on teaching tools, lecturers’ and students’ knowledge,
  • IO1/A4 Conducting the online surveys,
  • IO1/A5 Analysis of the results, gap analysis and final list of digital tools to be analysed.

Activities IO1/A1, IO1/A2 and IO1/A3 are finished. Through them partners improve understanding of online, hybrid, hyflex learning, and extended classroom. Partners also become aware of other authors’ research regarding mentioned through the study of scientific articles, project results, and, last but not least, thematic websites. 209 papers were analysed in details. The review was conducted with previously well-designed Desk research. The 13 questions that remained open were answered through structured interviews conducted with carefully selected 12 professors and 16 students from in project participating countries. It was not surprising to find that each interviewee tackles knowledge transfer in this turbulent time in his/her way , within the knowledge and competencies he/she possesses.  Based on gathered information, two online surveys were prepared, one for lecturers and one for students. The surveys’ formulations were intended to allow:

  • collection of quantitative/qualitative evidence on lecturers’ and students’ practical experience with tools and their observed needs to plan and execute remote and V/E teaching;
  • assessment of lecturers’ and students’ perspectives;
  • identification of current and future needs, skills gaps and shortages.

The survey for students is already closed and analysed, based on 506 completed responses. Self-discipline was revealed as the most challenging issue at learning by online and hybride mode. One of the meaningful findings was that students are not uniform about the type of performing lecturers in the future. One-third prefer in-person lecturers, one-third online, and one-third a sort of combination. Students can not imagine laboratory work online or hybride.

IO1 is lead by team from University of Maribor, Faculty for logistics

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