Designing the ‘new normal’: Key insights from the pandemic - Research article

Oct 15, 2026

The study examines how higher education learners in Chile experienced online learning during the COVID-19 pandemic (2020–2022) and what insights can guide the transition to a “new normal.” Using a qualitative approach with interviews (n=22), surveys (n=1,054; n=1,137; n=205), and field notes, it maps learner experiences to contemporary e-learning theory and 21st-century learner identity goals. Findings show complex effects from technology- and assessment-driven designs, while learner-centered, community-building approaches enable transformative learning and confident career readiness.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Article info abstract

Introduction

OPEN ACCESS Research Article Designing the ‘new normal’: Key insights from the pandemic Contemporary Educational Technology, 2023, 15(3), ep446 ISSN: 1309-517X (Online) for transforming online learning going forward Paula Charbonneau-Gowdy 1* 0000-0003-3912-4687 Dánisa Salinas 1 0000-0002-5209-6433 Juan Carlos Oyanedel 1 0000-0003-4023-6926 Héctor Magaña 1 0000-0002-4427-6151 1 Faculty of Education and Social Sciences, Universidad Andres Bello, Santiago, CHILE * Corresponding author: [paula.charbonneau@unab.cl](paula.charbonneau@unab.cl) Citation: Charbonneau-Gowdy, P., Salinas, D., Oyanedel, J. C., & Magaña, H. (2023) . Designing the ‘new normal’: Key insights from the pandemic for transforming online learning going forward. Contemporary Educational Technology, 15(3), ep446 . [https://doi.org/10.30935/cedtech/13389](https://doi.org/10.30935/cedtech/13389) ARTICLE INFO ABSTRACT | Received: 20 Jan 2023
Accepted: 15 May 2023 | The deep disruption to education caused by the move to online learning during COVID-19 was unprecedented. While most educational stakeholders adapt to the transition back to a “new normal”, it seems an obvious time for constructivist reflection on the lessons learned. The aim of this longitudinal inquiry was to examine the experiences of higher education learners in Chile during the pandemic for potential insights to be gained. The focus was on students in multidisciplinarian fields and the changes to their perspectives, practices, and identities. Working within the qualitative paradigm, data was gathered using interviews (n=22), surveys (n=1,054, n=1, 137, n=205) and field notes. Learners’ experiences were mapped against contemporary elearning theory and 21st century learner identity goals. Through this lens, pedagogical practices, course designs, and uses of technology reflected in online spaces were found to influence learners and their learning in complex ways. Two key themes emerged in the analysis: (1) exposure to conventional pedagogy, information transfer and assessment-driven designs and technology challenges online, left students discouraged with their learning progress and disparaging of their future workplace preparedness and (2) students who experienced learnercentered practices online, supported by contemporary learning theory and community-building course designs and technologies, underwent transformative changes to their learning and identities and feeling confidently qualified for their post study careers. In view of the increasing role e-learning will play in this century, we believe further empirical research of this kind into a myriad of global, digital learning contexts, could help transform online learning and learners in our new post pandemic reality.
Keywords: online learning, COVID-19 online experiences, contemporary online learning theories and goals, instructional design, learner identity, transforming learning online | | --- | --- | | INTRODUCTION | | Our hesitation to write about the study we conducted during the last two years–in the period of the pandemic from 2020 to 2022 could be considered understandable. After all, given the outpouring of literature that has already been written (see reviews in Cheung et al., 2023; Zhang et al., 2022), why do we need yet another account of the struggles and problems in education during this dark time in our global collective lives? What interest might there be in another report of the challenges faced–about the many cases of futile attempts at normalizing these circumstances? Why would we care to look back, especially now as many of us are trying to move beyond this period and to return to “normal”, both in learning spaces and in our investigation of these spaces. Yet, reviewing more closely the abundant scholarship that has come from all corners ofthe globe–stories that document the experiences of individuals with the pivot to remote instruction, in a wide range of educational systems and

FAQs

What was the aim of the longitudinal inquiry during the pandemic?

To examine higher education learners’ experiences in Chile during the pandemic and identify potential insights for transforming online learning going forward.

How was the study conducted and what data sources were used?

The research used a qualitative paradigm with interviews (n=22), surveys (n=1,054, n=1,137, n=205), and field notes.

What key themes emerged from the analysis?

One theme describes discouragement linked to conventional, information-transfer and assessment-driven designs and technology challenges; the other describes transformative changes from learner-centered, theory-informed, community-building course designs and technologies.

Oct 15, 2026

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