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

Chrysi Rapanta, Luca Botturi, Peter Goodyear, Lourdes Guàrdia, Marguerite Koole

Research output: Contribution to journalArticlepeer-review

969 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)923-945
Number of pages23
JournalPostdigital Science and Education
Volume2
Early online date7 Jul 2020
DOIs
Publication statusPublished - 2020

Keywords

  • Online teaching
  • Emergency situation
  • Covid-19
  • Higher education
  • Pedagogical content knowledge
  • Instructional design

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