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Supporting emergency remote teaching due to Coronavirus pandemic: problem solving group at ICUDDR

2021Journal article Open access
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datacite.subject.sdg03:Saúde de Qualidadept_PT
datacite.subject.sdg04:Educação de Qualidadept_PT
datacite.subject.sdg10:Reduzir as Desigualdadespt_PT
dc.contributor.authorHenriques, Susana
dc.contributor.authorEyles, Cary Hopkins
dc.date.accessioned2021-12-28T14:57:31Z
dc.date.available2021-12-28T14:57:31Z
dc.date.issued2021
dc.description.abstractBACKGROUND: The COVID-19 pandemic has been challenging for all and has had a particular effect on university-level educators. Although the use of technologies in education is recognized as critical in developing transversal skills and preparing students for the needs of modern society, the COVID-19 pandemic crisis stressed the relevance of the digital medium. At the same time, the emergency hastened significant changes to universities’ main roles – teaching, learning, and evaluation. AIMS: In this article, we present research conducted by a Problem-Solving Group, a virtual community of practice formed by the International Consortium of Universities for Drug Demand Reduction (ICUDDR) to support educators in addressing the challenges of the pandemic crisis. METHODS: Based on a problem-solving methodology, the virtual community of practice Problem-Solving Group) provided synchronous group sessions and asynchronous individual support. The resulting analysis and discussion are based on the problemsolving methodology. PARTICIPANTS: Twenty-two educators, including two facilitators, attended six virtual problem-solving sessions between September and December 2020. RESULTS: Participants were committed educators who shared their experiences, challenges, and best practices. The problem-solving methodology was effective in identifying critical areas in remote emergency university-level teaching. CONCLUSIONS: The results stress the importance of creating a common space where educators with similar problems and difficulties can share ideas, experiences, and best practices. The virtual community of practice was effective, although it requires more extensive development and research.pt_PT
dc.description.sponsorshipA facilitator was paid as a consultant through ICUDDR, which is funded by the Department of State, the Bureau of International Narcotics and Law Enforcement Affairs.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationHenriques, S., Eyles, C. H. (2021). Supporting Emergency Remote Teaching due to Coronavirus Pandemic: Problem Solving Group at ICUDDR, Adiktologie Journal, 21(4), 211-218pt_PT
dc.identifier.doihttps://doi.org/10.35198/01-2021-004-0001pt_PT
dc.identifier.issn2570-8112
dc.identifier.urihttp://hdl.handle.net/10400.2/11561
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherDepartment of Addictology, First Faculty of Medicine Charles University and General University Hospital in Praguept_PT
dc.relation.publisherversionhttps://adiktologie-journal.eu/wp-content/uploads/2021/12/21_005_Henriques_WEB-FINAL.pdfpt_PT
dc.subjectOnline learningpt_PT
dc.subjectVirtual community of practicept_PT
dc.subjectProblem solving methodologypt_PT
dc.titleSupporting emergency remote teaching due to Coronavirus pandemic: problem solving group at ICUDDRpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceRepública Checapt_PT
oaire.citation.endPage218pt_PT
oaire.citation.issue21pt_PT
oaire.citation.startPage211pt_PT
oaire.citation.titleAdiktologie Journalpt_PT
oaire.citation.volume4pt_PT
person.familyNameHenriques
person.givenNameSusana
person.identifier1730761
person.identifier.ciencia-id6411-F538-EA4A
person.identifier.orcid0000-0002-7506-1401
person.identifier.scopus-author-id54420026300
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication7cf0fcf3-cd6d-426c-be00-3579c1499dd9
relation.isAuthorOfPublication.latestForDiscovery7cf0fcf3-cd6d-426c-be00-3579c1499dd9

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