The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.
Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences
Open accessAbstract
The COVID-19 pandemic closed university campuses forcing rapid improvisation and adoption of online teaching. This paper explores the experience of converting three modules from proximate to online learning delivery in March and May 2020. This process was facilitated by reflective practice to support a process of improvisation as a buffering response to the pandemic. This paper distinguishes between the development of Distance Learning programmes compared to rapid adoption of online learning. Shifting to complete online teaching involves a process by which the lecturer’s role transitions towards the curation of online and offline student experiences. This includes facilitating and blending extensive and intensive online learning experiences. Extensive involves the selection and curation of online learning support bundles. This requires the creation of learning roadmaps to facilitate student learning. Intensive revolves around online engagement between academics and students and takes two forms: shallow as involving a limited dialogue with students and deep which involves a co-creation process between students and lecturers. Online learning provides opportunities to adapt learning experiences in real-time. The paper evaluates the shift to online practice from the students’ and academics’ perspectives.
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Cites
What is technological pedagogical content knowledge (TPACK)?
Koehler, M. J., Mishra, P., & Cain, W. (2013) · Journal of Education · doi:10.1177/002205741319300303 · Cited by 2,790
Contemporary Issues in Technology and Teacher Education
(2025) · Contemporary issues in technology and teacher education · doi:10.70725/833004pqfpbd · Cited by 2,368
COVID ‐19 and online teaching in higher education: A case study of Peking University
Bao, W. (2020) · Human Behavior and Emerging Technologies · doi:10.1002/hbe2.191 · Cited by 2,268 · cited 18×
“The COVID-19 pandemic undermined existing practices and changed the rules in unpredictable ways (Bryson et al., 2020; Horton, 2020; Žižek, 2020).”
BackgroundInfluentiale-Learning, online learning, and distance learning environments: Are they the same?
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011) · The Internet and Higher Education · doi:10.1016/j.iheduc.2010.10.001 · Cited by 2,042
What Is Technological Pedagogical Content Knowledge
Koehler, M. J., & Mishra, P. (2009) · Contemporary issues in technology and teacher education · Cited by 1,681
Reflection in Learning and Professional Development: Theory and Practice
Moon, J. A. (2005) · Cited by 1,475
WALTHER, J. B., ANDERSON, J. F., & PARK, D. W. (1994) · Communication Research · doi:10.1177/009365094021004002 · Cited by 784
Online Learning: Adoption, Continuance, and Learning Outcome—A Review of Literature
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018) · International Journal of Information Management · doi:10.1016/j.ijinfomgt.2018.05.005 · Cited by 607
Reflection in Learning and Professional Development
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The Internet and Higher Education
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Metadata
- Authors
- Bryson, J. R., & Andres, L.
- Venue
- Journal of Geography in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2020-08-17
- Volume
- 44
- Issue
- 4
- Pages
- 608-623
- ISSN
- 0309-8265 (ISSN-L)
- 1466-1845
- OpenAlex
- W3048976000
- Cited by
- 282
- References
- 22
- FWCI
- 87.64
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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