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Remote learning poses significant challenges in course design, technological infrastructure, stakeholder proficiency, attendance monitoring, assessment methods, and institutional and legislative governance. The COVID-19 pandemic exacerbated these challenges, as institutions were abruptly compelled to transition to online platforms, without adequate preparation, confronting unpredictable constraints in real-time. Despite the identified drawbacks, the pandemic experience has left positive imprints on the educational landscape, with remote solutions persisting within the system. Given the complexity of these scenarios, we employed Actor-Network Theory (ANT) to analyze the interplay of social, technical, and pedagogical factors that constrain and influence remote learning. To this end, we conducted a case study in Portugal inspired by ANT’s lenses, focusing on the transition to remote/hybrid models during lockdowns in a Bachelor of Informatics Engineering program. To validate our findings, we supplemented our analysis with a student survey from the same program. This mixed-methods approach enabled us to triangulate findings, providing a holistic perspective of the factors influencing learning practices. Our analysis revealed both student preferences and expectations, as well as the contextual factors that can impact distance learning success. Based on this analysis, we provide guidelines for future remote learning implementations.

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Long-Term Implications of the Pandemic on Higher Education: An Analysis Through the Lenses of Actor-Network Theory

  • 会议论文

  • 发表日期：

    2026年

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  • Cristina Chuva Costa,
  • Anabela Gomes

摘要

Remote learning poses significant challenges in course design, technological infrastructure, stakeholder proficiency, attendance monitoring, assessment methods, and institutional and legislative governance. The COVID-19 pandemic exacerbated these challenges, as institutions were abruptly compelled to transition to online platforms, without adequate preparation, confronting unpredictable constraints in real-time. Despite the identified drawbacks, the pandemic experience has left positive imprints on the educational landscape, with remote solutions persisting within the system. Given the complexity of these scenarios, we employed Actor-Network Theory (ANT) to analyze the interplay of social, technical, and pedagogical factors that constrain and influence remote learning. To this end, we conducted a case study in Portugal inspired by ANT’s lenses, focusing on the transition to remote/hybrid models during lockdowns in a Bachelor of Informatics Engineering program. To validate our findings, we supplemented our analysis with a student survey from the same program. This mixed-methods approach enabled us to triangulate findings, providing a holistic perspective of the factors influencing learning practices. Our analysis revealed both student preferences and expectations, as well as the contextual factors that can impact distance learning success. Based on this analysis, we provide guidelines for future remote learning implementations.