Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity
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Abstract
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.
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The record
- Venue
- Postdigital Science and Education
- Topic
- Digital Education and Society
- Field
- Computer Science
- Canadian institutions
- University of Saskatchewan
- Funders
- Fundação para a Ciência e a TecnologiaAustralian Research Council
- Keywords
- Coronavirus disease 2019 (COVID-19)Online learningPoint (geometry)Psychology2019-20 coronavirus outbreakFace (sociological concept)Reflection (computer programming)PandemicSevere acute respiratory syndrome coronavirus 2 (SARS-CoV-2)Online teachingMathematics educationComputer scienceMultimediaMedicineSociology
- Has abstract in OpenAlex
- yes