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From crisis to opportunity: practices and technologies for a more effective post-COVID classroom

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Abstract

In our post-pandemic world, where the majority of higher education institutions have transitioned back to in-person classes, this paper argues that we must not return to pre-COVID teaching practices. Instead, we have the obligation and opportunity to create an educational experience and environment that better facilitates learning and instruction. This paper presents post-COVID best practices for employing technology in higher education based on an original survey and follow-up interviews of seventeen computing instructors at our institution. After a literature review, we describe four general categories of practices that enhance the post-COVID classroom: online student activities, digital instructor notes, remote classroom participation and collaboration, and a paperless classroom. For each of these categories, we provide vignettes to illustrate scope and intent. We also offer recommendations for addressing digital dishonesty, required infrastructure, institutional support, and being prepared to seamlessly return to a blended or fully remote environment in the event of another crisis. Finally, we identify additional emerging technological challenges and opportunities that require further effort. Overall, this paper emphasizes the need for a shift towards improved practices in the classroom rather than just a return to pre-pandemic norms. We believe implementing these recommendations will result in a more flexible, accessible, and robust post-COVID educational experience.

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Acknowledgements

Elements of this paper were reworded using ChatGPT. All content, insights, and recommendations in this paper are from the authors.

The views expressed in this paper are those of the authors and do not reflect the official policy or position of the United States Military Academy, the Department of the Army, the Department of Defense, or the United States Government.

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Author notes

  1. Jeremie Regnier, Ethan Shafer, Edward Sobiesk, Nicholas Stave, and Malcolm Haynes contributed equally to this work.

Authors and Affiliations

  1. Electrical Engineering & Computer Science, United States Military Academy, Bldg 606, Thayer Rd, West Point, NY, 10996, USA

    Jeremie Regnier, Ethan Shafer, Edward Sobiesk, Nicholas Stave & Malcolm Haynes

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  1. Jeremie Regnier
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  2. Ethan Shafer
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  3. Edward Sobiesk
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Correspondence to Jeremie Regnier.

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Regnier, J., Shafer, E., Sobiesk, E. et al. From crisis to opportunity: practices and technologies for a more effective post-COVID classroom. Educ Inf Technol 29, 5981–6003 (2024). https://doi.org/10.1007/s10639-023-11929-9

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