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Rethinking Education in a Crisis: How New Is a New Common Really?

In: The New Common

Author

Listed:
  • Max Louwerse

    (Tilburg School of Humanities and Digital Science
    Tilburg University)

  • Marie Postma

    (Tilburg School of Humanities and Digital Science)

  • Maarten Horden

    (Tilburg University)

  • Anton Sluijtman

    (Tilburg University)

Abstract

The COVID-19 pandemic has disrupted the status quo in many areas of society, including education. At all educational levels, on-site lecturing had to switch instantaneously to an online mode of instruction. This transition was so straightforward, that the argument could be made for online education to become a permanent fixture, particularly if it is more efficient, cheaper, and more effective than traditional education. Extensive meta-analyses, however, show that most online teaching practices do not lead to better educational outcomes than the on-site alternatives. Worse yet, the traditional face-to-face mode of lecturing is ineffective in the absence of personalized interactions. The proposed solutions are offered by artificial intelligence research, including virtual reality, intelligent tutoring systems, and serious games—solutions that have so far not been extensively implemented in practice. The current health crisis provides our educational professionals with an opportunity to rethink their teaching practices and focus on applying these promising new alternatives.

Suggested Citation

  • Max Louwerse & Marie Postma & Maarten Horden & Anton Sluijtman, 2021. "Rethinking Education in a Crisis: How New Is a New Common Really?," Springer Books, in: Emile Aarts & Hein Fleuren & Margriet Sitskoorn & Ton Wilthagen (ed.), The New Common, chapter 20, pages 137-143, Springer.
    • Handle: RePEc:spr:sprchp:978-3-030-65355-2_20
    DOI: 10.1007/978-3-030-65355-2_20
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