Boards and beyond videos offline
The urgent imperative to ‘move online’, caused by the recent Covid-19 pandemic (World Health Organization, n.d.), has added to the stresses and workloads experienced by university faculty and staff who were already struggling to balance teaching, research and service obligations, not to mention the work-life balance (Houston, Meyer and Paewai 2006 Houlden and Veletsianos 2020). 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. 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. those who have little experience with online learning) to navigate in these challenging times. 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. 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.
A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online.
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide.