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Covid pandemic as a disruptive factor enhancing ICT use in social sciences’ teaching practices

Maruszewska Ewa Wanda, Eisenbardt Monika, Tuszkiewicz Maciej

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

2022

z. 160

383--407

Purpose: Our research attempts to understand a change in social sciences’ academics' teaching practices that can be observed during the COVID pandemic and that are predicted after the pandemic. Design: We investigate – in the light of the Blin’s and Munro’s activity theory (2008) – whether the COVID pandemic is a disruptive factor that may lead to the transformation of social sciences academics’ teaching practices. The research instrument was a worldwide survey conducted among social sciences’ academics. Findings: COVID pandemic has already introduced changes into academics’ teaching practices in a form of broad ICT usage as well as initiated changes in the teaching activities design. Research limitations: The number of responses is limited to 382 with only a collection of 77 responses from outside of Europe. We applied a general approach for ICT means not asking respondents about particular ICT tools. COVID as a pandemic evolves continuously indicating the need for further, in-depth research in this field. Practical implications: COVID pandemic might serve as a disruptive factor enforcing further changes in social sciences’ academic teaching practices after the pandemic. Social implications: Our results indicate that the quality of social sciences teaching has worsened during the pandemic and most of the respondents do not predict significant changes in the quality of teaching after the pandemic compared to the quality of teaching before the pandemic. Originality: We contribute by showing that introduction of a new tool (ICT) and modified teaching activity design resulted in a serious alteration of the teaching practice of social sciences’ academics. We did not confirm that COVID disruption was expansive enough to permanently transform teaching practices of social sciences academics, hence we suggest that obstacles to successful incorporation of ICT in teaching practices are still present. We showed that ICT is predicted to be used more frequently rather than before (when it was only utilised as a platform to transfer traditional material) and will not modify the well-established practices referring to instructional tools. Our study suggests that the relation between teacher and teaching activity design is not mediated by ICT tools, which may result in resistance from the teachers.

Problemy uczenia się wielopoziomowego w sieciach w świetle teorii działań

Janiszewski A.

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

2018

z. 118

217--225

Funkcjonowanie układów sieciowych umożliwiających uzyskiwanie dostępu do wiedzy lokalnej i światowej, a następnie jej transferowanie i współtworzenie nowych rozwiązań wpisuje się w obszar zainteresowań teorii uczenia się i tworzenia wiedzy. Oddziaływanie czynników istotnych dla powodzenia podejmowanych przedsięwzięć budowania zasobów wiedzy w oparciu o zasoby zewnętrzne na różnych poziomach w organizacji jak i na drodze relacji międzyorganizacyjnych jest coraz dokładniej wyjaśniane w oparciu o powszechnie wykorzystywane teorie uczenia się, kapitału społecznego, czy klasteringu. W artykule podjęto próbę zastosowania do opisu wskazanych zjawisk teorii działań celem zweryfikowania czy ta perspektywa poznawcza pozwala zadać nowe pytania i znaleźć ewentualne nowe wyjaśnienia dla procesów tak istotnych dla innowacyjności.

Dual networks that are expected to enable organizations to gain access to both local and global knowledge and next to transfer and co-create new solutions are a field of interest of learning and knowledge creation theory. Key factors decide on the success of strategies that entail building organizational knowledge resources based on external resources located on both many different level within the organization and outside the organization and they are more and more thoroughly described by commonly known theories of learning, social capital or clustering. The paper aims at analyzing those phenomena making use of activity theory in order to verify whether this theoretical perspective allows researchers to ask new questions as well as to find possible new explanations for processes as important for the innovativeness as those under discussion in the paper.