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Volume 12
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Article

Pedagogical Implications and Methodological Possibilities of Digital Transformation in Digital Education after the COVID-19 Epidemic

by
Zoltán Szűts
1,*,
György Molnár
2,
Réka Racsko
3,
Geoffrey Vaughan
1 and
Tünde Lengyelné Molnár
3
1
Doctoral School of Education, Faculty of Pedagogy, Eszterházy Károly Catholic University, Eszterházy Square 1, 3300 Eger, Hungary
2
Kandó Kálmán Faculty of Electrical Engineering, Óbuda University, Bécsi út 96/B, 1034 Budapest, Hungary
3
Institute of Digital Technology, Faculty of Informatics, Eszterházy Károly Catholic University, Eszterházy Square 1, 3300 Eger, Hungary
*
Author to whom correspondence should be addressed.
Computers 2023, 12(4), 73; https://doi.org/10.3390/computers12040073
Submission received: 4 March 2023 / Revised: 28 March 2023 / Accepted: 3 April 2023 / Published: 4 April 2023
(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)
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Abstract

In the context of digital pedagogy, internet communication platforms, digital media interfaces, applications, and info-communication tools, best practices are stepping up in the educational process and forming a methodology. The focus areas targeted by the questionnaire presented in this study are digital transformation; the smart use of digital tools; characteristics of the learning environment; classroom activities, learning organization, and methodology; content; and curriculum sharing. During the research, the authors asked what were the online communication channels and digital platforms that teachers have effectively used in terms of learning efficiency in distance learning ordered as a result of the COVID-19 emergency in Hungary. The empirical research goal was to explore the conditions among Hungarian teachers with the help of a questionnaire and a semi-structured online interview. Seven thousand teachers were contacted through email, and a return rate of 10.7% was achieved. The questionnaire was filled in online by n = 751 primary teachers. According to the respondents, the most effective tools in the transformation of education are self-made tutorial videos and real-time written and video-based chat.
Keywords: ICT; digital pedagogy; digital transformation; COVID-19 ICT; digital pedagogy; digital transformation; COVID-19

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MDPI and ACS Style

Szűts, Z.; Molnár, G.; Racsko, R.; Vaughan, G.; Molnár, T.L. Pedagogical Implications and Methodological Possibilities of Digital Transformation in Digital Education after the COVID-19 Epidemic. Computers 2023, 12, 73. https://doi.org/10.3390/computers12040073

AMA Style

Szűts Z, Molnár G, Racsko R, Vaughan G, Molnár TL. Pedagogical Implications and Methodological Possibilities of Digital Transformation in Digital Education after the COVID-19 Epidemic. Computers. 2023; 12(4):73. https://doi.org/10.3390/computers12040073

Chicago/Turabian Style

Szűts, Zoltán, György Molnár, Réka Racsko, Geoffrey Vaughan, and Tünde Lengyelné Molnár. 2023. "Pedagogical Implications and Methodological Possibilities of Digital Transformation in Digital Education after the COVID-19 Epidemic" Computers 12, no. 4: 73. https://doi.org/10.3390/computers12040073

APA Style

Szűts, Z., Molnár, G., Racsko, R., Vaughan, G., & Molnár, T. L. (2023). Pedagogical Implications and Methodological Possibilities of Digital Transformation in Digital Education after the COVID-19 Epidemic. Computers, 12(4), 73. https://doi.org/10.3390/computers12040073

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