Abstract
Online and blended learning are teaching modalities that have become very popular and widespread all over the world. Applying these modalities requires specific knowledge as well as an appropriate technological infrastructure. The COVID-19 pandemic caused an important online migration in most educational institutions. In this regard, existing literature covers issues such as the impact, the challenges, the tools, the problems, etc. What could also be interesting is to understand students’, teachers’ and administrative staff’s perspectives about how blended and online learning were developed and how it is going to be applied in the future. With this in mind, the ILEDA project team has carried out an exploratory study, which takes into account these three collectives in four different European universities. From the study, it is possible to see that the institutions and their lecturers and staff were probably not prepared for the online migration and the possibilities they had were quite different from students’ expectations.
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Acknowledgements
Research presented in this paper is supported by the project “Improving online and blended learning with educational data analytics” ILEDA - 2021-1-BG01-KA220-HED-000031121, financially supported by the European Commission. The paper is co-funded by the Academy of Finland for the project TOPEILA, Decision Number 350560 which was received by the last author.
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Conde, M.Á., López-Pernas, S., Peltekova, E., Pancheva, K., Raspopovic Milic, M., Saqr, M. (2023). Multi-stakeholder Perspective on the Gap Between Existing Realities and New Requirements for Online and Blended Learning: An Exploratory Study. In: García-Peñalvo, F.J., García-Holgado, A. (eds) Proceedings TEEM 2022: Tenth International Conference on Technological Ecosystems for Enhancing Multiculturality. TEEM 2022. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-99-0942-1_117
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