Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity

By Chrysi Rapanta, Luca Botturi, Peter Goodyear, Lourdes Guàrdia, Marguerite Koole. Postdigital Science and Education, 2020

1,713 citations recorded by the source corpus.

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.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/fed495af71b417de8d60cf16b6da44926faf24a0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Sut Ieng Lei
2. Mohammad Ali Akour
3. Lovely Singh
4. Jitendra Singh
5. Keely Steele
6. Mamdouh Alenezi
7. Amy So

In Information Systems

1. Sut Ieng Lei
2. Amy So

Citations in the corpus

• Higher Education Future in the Era of Digital Transformation (2022, background): “However, digital learning functions differently and is tremendously helpful for solving traditional learning issues, as evidenced, among other things, by our daily encounters with the growth of digital transformation [55].”
• The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff (2021, background): “A particular urgent challenge was for faceto-face university courses to be delivered online [16].”
• Online Teaching and Learning Experiences During the COVID-19 Pandemic – A Comparison of Teacher and Student Perceptions (2021, background): “They are even putting more efforts on increasing support for students (Johnson et al., 2020), becoming better teachers and developing their teaching skills (Rapanta et al., 2020).”
• Adaptation and Perception of Online Learning during COVID-19 Pandemic by Albanian University Students (2021, result): “As claimed in previous studies (Rapanta et al., 2020), it is difficult to make a sharp difference between face-toface learning in the classroom environment and online education, as they are considered both "heterogeneous".”
• Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World (2021, background): “More speci fi cally, lack of awareness of basic principles needed to design and facilitate meaningful learning experiences in online format created additional challenges for faculty (Rapanta et al., 2020).”