Postdigital Science and Education· 2020Q1
Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity
- 2,068citations
- Q1SCImago
- 2020year
Short summary
University teachers can enhance online course design by focusing on learning activity design, combining social, cognitive, and facilitatory presence, and adapting assessments to new requirements.
AI-generated from the title and abstract; the full text is not read.
Key points
- Effective online teaching requires specific pedagogical content knowledge (PCK) related to digital technologies.
- Designing learning activities with particular characteristics is crucial for online success.
- A combination of social, cognitive, and facilitatory presence is needed to foster effective online learning.
- Assessment strategies must be adapted to the new requirements of online learning environments.
AI-generated from the title and abstract; the full text is not read.
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.
The authors' abstract, as published at the source. Postdigital Science and Education, 2020 · DOI ↗
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Field: Information Systems
Information SystemsComputer Science