Digital Shakespeare in a Post-COVID educational landscape: context, strategies, and challenges
Author
Source
Publisher
University Moulay Tahar of Saida Faculty of Letters Languages and Arts
Publication Date
2024-02-29
Country of Publication
Algeria
No. of Pages
17
Main Subjects
English Abstract
The article reflects on the relationship between blended learning, Shakespearean pedagogy, and the changing post-covid educational environment.
the research provides perspectives on adapting blended learning and advocating for a balanced approach that mixes digital tools and traditional lessons to enhance the teaching of Shakespeare.
the analysis addresses the abrupt move towards blended learning in post-covid educational landscapes, focusing on Tunisia’s adaption and how it affects teaching Shakespeare.
the investigation internationally contextualises blended learning in a post-covid environment and sets the theoretical background prior to the implementation of blended learning.
practical solutions and strategies for using blended learning to teach Shakespeare are suggested.
different digital platforms of annotation, video and graphic editing, gamified learning, and other interactive tools are introduced as solutions to imbed blended teaching for Shakespeare.
the paper stresses the value of multimedia tools and promotes group projects, online discussions, and digital timelines.
suggestions for implementing blended digital learning cover assessment methods and suggest that evaluation techniques can be adjusted to conform to the concepts of blended learning, focusing on technologically enabled, dynamic evaluations.
the study, then, raises interrogations and enumerates the difficulties associated with digital teaching, such as concerns about inclusion, the need for training teachers and students, and socio-economic disparities.
the concluding part defends the importance of reaching a balanced approach with an insistence on the primacy of viva voce instruction in conjunction with digital tools.
the success of implementing blended learning for the teaching of Shakespeare is conditioned by the authorities’ willingness to invest in technology, infrastructure, and teacher preparation to provide fair access and promote inclusive learning environments.
Data Type
Conference Papers
Record ID
BIM-1595888
American Psychological Association (APA)
Bin Umar, Ziyad. 2024-02-29. Digital Shakespeare in a Post-COVID educational landscape: context, strategies, and challenges. First online international conference on teaching and learning in post-covid: reality and expectations (2023: Algeria). . Vol. 5, Special issue conference (Feb. 2024), pp.7-23.Saida Algeria : University Moulay Tahar of Saida Faculty of Letters Languages and Arts.
https://search.emarefa.net/detail/BIM-1595888
Modern Language Association (MLA)
Bin Umar, Ziyad. Digital Shakespeare in a Post-COVID educational landscape: context, strategies, and challenges. . Saida Algeria : University Moulay Tahar of Saida Faculty of Letters Languages and Arts. 2024-02-29.
https://search.emarefa.net/detail/BIM-1595888
American Medical Association (AMA)
Bin Umar, Ziyad. Digital Shakespeare in a Post-COVID educational landscape: context, strategies, and challenges. . First online international conference on teaching and learning in post-covid: reality and expectations (2023: Algeria).
https://search.emarefa.net/detail/BIM-1595888