Abstract
In this paper, we report the scientific experience of HELMeTO 2020, the second edition of the International Workshop on Higher Education Learning Methodologies and Technologies Online, held virtually in Bari (Italy) in September 2020 because of the COVID-19 pandemic. The call received 59 proposals from nine countries, 39 papers were accepted to the virtual workshop and 26 full papers were finally selected to be published in the proceedings. The workshop illustrated a fast-developing scenario in which the epidemic emergency accelerated the dissemination and consolidation of online learning in higher education. A specific focus of the workshop can be identified as students’ learning experience, with studies on tutoring and active learning approaches, personalized solutions supported by data analysis, virtual reality and an in-depth analysis of human–computer interactions.
Highlights
In the last two decades, the number of online university courses available worldwide has risen consistently, as well as the number of students and academic staff involved in this new way of implementing higher education
2020 launched a call for papers reserved for a COVID-19 special track, and the impressive amount of papers received for this special track proves both the successful effort made by traditional courses in turning online and the response of the higher educational research community in defining frameworks and models for distance learning during the pandemic
The first topic pooled contributions focused on tools and practices for facing the COVID-19 emergency in higher education, while the second topic gathered studies aimed at providing frameworks and overviews
Summary
In the last two decades, the number of online university courses available worldwide has risen consistently, as well as the number of students and academic staff involved in this new way of implementing higher education This spread was driven both by social (increasing number of working or disabled students) and technological (virtual learning environments, broadband communications, etc.) changes. Some of the main topics tackled by the workshop were didactic models for e-Learning, technological solutions for distance learning, educational data analysis and online evaluation methods Most of these topics were widely discussed informally within the academic community and are recurrent conference topics, but the time has come for establishing a specific recurrent event dedicated to online higher education, especially in the European area. The last section provides some final remarks and draws some conclusions and provides future perspectives
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