{"id":1239,"date":"2024-01-15T21:00:00","date_gmt":"2024-01-15T21:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=1239"},"modified":"2025-02-01T10:13:25","modified_gmt":"2025-02-01T10:13:25","slug":"digital-shakespeare-in-a-post-covid-educational-landscape-context-strategies-and-challenges","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=1239","title":{"rendered":"Article 01 Special Issue Vol 05"},"content":{"rendered":"\n

Title: Digital Shakespeare in a Post-COVID Educational Landscape Context, Strategies, and Challenges<\/strong><\/strong><\/strong><\/h1><\/div><\/div>\n\n\n\n

Zied Ben Amor<\/strong><\/strong><\/strong><\/strong><\/p><\/div><\/div>\n\n\n\n

English Department, Faculty of Arts and Humanities of Sousse, University of Sousse (Tunisia)<\/strong><\/strong><\/strong><\/p><\/div><\/div>\n\n\n\n

Abstract<\/strong><\/h1><\/div><\/div>\n\n\n\n

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\u2019s 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\u2019 willingness to invest in technology, infrastructure, and teacher preparation to provide fair access and promote inclusive learning environments.<\/p><\/div><\/div>\n\n\n\n

Keywords<\/strong><\/h1><\/div><\/div>\n\n\n\n

Blended Learning, Digital Shakespeare, Education in Tunisia, Flipped classrooms, Inclusive Teaching, Teacher Training, Teaching Shakespeare, Post-COVID<\/p><\/div><\/div>\n\n\n

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How to Cite this Paper:<\/strong><\/strong><\/h1><\/div><\/div>\n\n\n\n

Ben Amor, Z. (2024). Digital Shakespeare in a Post-COVID Educational Landscape Context, Strategies, and Challenges. In Proceedings of the First Online International Conference of Teaching and Learning in Post-COVID: Reality and Expectations, Saida University, 12-13 December, 2023,<\/em> pp. 7-23<\/p><\/div><\/div>\n\n\n\n

References<\/strong><\/strong>:<\/h1><\/div><\/div>\n\n\n\n

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Copyright for all articles published in ATRAS <\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS <\/strong>publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS <\/strong>agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Blended Learning, Digital Shakespeare, Education in Tunisia, Flipped classrooms, Inclusive Teaching, Teacher Training, Teaching Shakespeare, Post-COVID<\/p>\n","protected":false},"author":2,"featured_media":1215,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[66],"tags":[67,68,69,70,71,72,73],"class_list":["post-1239","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-vol-5-special-2024","tag-blended-learning","tag-digital-shakespeare","tag-education-in-tunisia","tag-flipped-classrooms","tag-inclusive-teaching","tag-teacher-training","tag-teaching-shakespeare"],"gutentor_comment":0,"yoast_head":"\nArticle 01 Special Issue Vol 05 - ATRAS journal<\/title>\n<meta name=\"description\" content=\"Blended Learning, Digital Shakespeare, Education in Tunisia, Flipped classrooms, Inclusive Teaching, Teacher Training, Teaching Shakespeare, Post-COVID\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/atras-univ-saida.dz\/en\/?p=1239\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Digital Shakespeare in a Post-COVID Educational Landscape Context, Strategies, and Challenges\" \/>\n<meta property=\"og:description\" content=\"Blended Learning, Digital Shakespeare, Education in Tunisia, Flipped classrooms, Inclusive Teaching, Teacher Training, Teaching Shakespeare, Post-COVID\" \/>\n<meta property=\"og:url\" content=\"https:\/\/atras-univ-saida.dz\/en\/?p=1239\" \/>\n<meta property=\"og:site_name\" content=\"ATRAS journal\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/p\/ATRAS-journal-100083161450894\/\" \/>\n<meta property=\"article:published_time\" content=\"2024-01-15T21:00:00+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-02-01T10:13:25+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/01\/article.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"500\" \/>\n\t<meta property=\"og:image:height\" content=\"500\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"atras\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:title\" content=\"Digital Shakespeare in a Post-COVID Educational Landscape Context, Strategies, and Challenges\" \/>\n<meta name=\"twitter:description\" content=\"Blended Learning, Digital Shakespeare, Education in Tunisia, Flipped classrooms, Inclusive Teaching, Teacher Training, Teaching Shakespeare, Post-COVID\" \/>\n<meta name=\"twitter:image\" content=\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/01\/article.jpg\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"atras\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"7 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1239#article\",\"isPartOf\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1239\"},\"author\":{\"name\":\"atras\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/person\/ad5e6fcff0b37638480b00e92868cd64\"},\"headline\":\"Article 01 Special Issue Vol 05\",\"datePublished\":\"2024-01-15T21:00:00+00:00\",\"dateModified\":\"2025-02-01T10:13:25+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1239\"},\"wordCount\":1287,\"publisher\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#organization\"},\"image\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1239#primaryimage\"},\"thumbnailUrl\":\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/01\/article.jpg\",\"keywords\":[\"Blended Learning\",\"Digital Shakespeare\",\"Education in Tunisia\",\"Flipped classrooms\",\"Inclusive Teaching\",\"Teacher Training\",\"Teaching Shakespeare\"],\"articleSection\":[\"Vol 5 Special 2024\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1239\",\"url\":\"https:\/\/atras-univ-saida.dz\/en\/?p=1239\",\"name\":\"Article 01 Special Issue Vol 05 - 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