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Towards a transition from emergency remote teaching to online learning in the new normal

Towards a transition from emergency remote teaching to online learning in the new normal
Towards a transition from emergency remote teaching to online learning in the new normal
The web has been slowly but gradually changing the Higher Education (HE) landscape ever since its inception. The Covid-19 pandemic has presented an opportunity to accelerate the pace of this change. Before the pandemic, the efforts towards leveraging the affordances of the web to transform HE were somewhat limited to specific spaces, with relatively low penetration in educational systems globally. The Covid crisis changed this rule by forcing the majority of education providers into remote teaching. Learning on the web used to be the interest of a minority of educators in the ‘old normal’, and the abrupt transition to Emergency Remote Teaching (ERT) has uncovered it for the majority. This has presented a set of challenges and opportunities for a further transition from ERT to educating in the ‘new normal’, where best practices in online learning can lead to a positive transformation. In this paper, a set of twenty university instructors across Europe were interviewed under the umbrella of the Erasmus+ BRIDGES project, which aims to support the transition from ERT to pedagogically sound and research-informed online learning in the European HE arena. The participants were asked about their remote teaching experiences during lockdown, and their views on their support needs for ideal online educational scenarios going forward. After conducting a thematic template analysis of their responses, it was found that current support structures are not adequate to foster the competencies required for this greatly expanded cohort of higher education instructors. The paper proposes a framework which supports development of novel pedagogical, technological and organisational competencies for this new cohort of online HE instructors.
emergency remote teaching, higher education, online Learning
9530-9539
Leon Urrutia, Manuel
4c9d6ced-5e35-4f09-827b-c2e4c702df3c
White, Steven Tom
11ad3254-7def-4d57-8a74-12e8312d37f2
Eradze, Maka
b852a7bf-2a87-479a-a885-0656ab496b96
Leon Urrutia, Manuel
4c9d6ced-5e35-4f09-827b-c2e4c702df3c
White, Steven Tom
11ad3254-7def-4d57-8a74-12e8312d37f2
Eradze, Maka
b852a7bf-2a87-479a-a885-0656ab496b96

Leon Urrutia, Manuel, White, Steven Tom and Eradze, Maka (2022) Towards a transition from emergency remote teaching to online learning in the new normal. In EDULEARN22 Proceedings. pp. 9530-9539 . (doi:10.21125/edulearn.2022.2301).

Record type: Conference or Workshop Item (Paper)

Abstract

The web has been slowly but gradually changing the Higher Education (HE) landscape ever since its inception. The Covid-19 pandemic has presented an opportunity to accelerate the pace of this change. Before the pandemic, the efforts towards leveraging the affordances of the web to transform HE were somewhat limited to specific spaces, with relatively low penetration in educational systems globally. The Covid crisis changed this rule by forcing the majority of education providers into remote teaching. Learning on the web used to be the interest of a minority of educators in the ‘old normal’, and the abrupt transition to Emergency Remote Teaching (ERT) has uncovered it for the majority. This has presented a set of challenges and opportunities for a further transition from ERT to educating in the ‘new normal’, where best practices in online learning can lead to a positive transformation. In this paper, a set of twenty university instructors across Europe were interviewed under the umbrella of the Erasmus+ BRIDGES project, which aims to support the transition from ERT to pedagogically sound and research-informed online learning in the European HE arena. The participants were asked about their remote teaching experiences during lockdown, and their views on their support needs for ideal online educational scenarios going forward. After conducting a thematic template analysis of their responses, it was found that current support structures are not adequate to foster the competencies required for this greatly expanded cohort of higher education instructors. The paper proposes a framework which supports development of novel pedagogical, technological and organisational competencies for this new cohort of online HE instructors.

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More information

Published date: 4 July 2022
Keywords: emergency remote teaching, higher education, online Learning

Identifiers

Local EPrints ID: 471692
URI: http://eprints.soton.ac.uk/id/eprint/471692
PURE UUID: c75753b1-2bf0-4d9a-9907-42469c7b9e31
ORCID for Steven Tom White: ORCID iD orcid.org/0000-0002-2296-7082

Catalogue record

Date deposited: 16 Nov 2022 17:47
Last modified: 16 Mar 2024 23:17

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Contributors

Author: Steven Tom White ORCID iD
Author: Maka Eradze

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