Pedagogical interactive choices for distance continuation of undergraduate studies in traditional universities during potential future crises

GERASIMOS KOUSTOURAKIS

Abstract

This study aims to investigate, through the lens of sociological theoretical concepts, the choices that traditional universities need to adopt to establish a pedagogical and interactive framework for delivering distance education during periods of crisis. The research findings indicate that participants, whose habitus integrates knowledge and skills related to the implementation of emergency remote teaching, believe that traditional universities should employ mixed pedagogical approaches to ensure the quality of both synchronous and asynchronous distance education in times of crisis. Specifically, the application of mixed pedagogies is necessary both for the hierarchical rules that shape pedagogical and interactive relationships between instructors and students and for the instructional rules concerning selection, sequence, pacing, and criteria in the delivery of synchronous and asynchronous undergraduate teaching.

Keywords

Distance learning, universities (traditional), undergraduate studies, habitus, emergency remote teaching, regulative discourse, instructional discourse, crisis conditions

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DOI: https://doi.org/10.26220/mje.5656

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