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      Equitable teaching for cultural and linguistic diversity: exploring the possibilities for engaged pedagogy in post-COVID-19 higher education

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          Reflecting on reflexive thematic analysis

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            Photovoice: Concept, Methodology, and Use for Participatory Needs Assessment

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

              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.
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                Author and article information

                Contributors
                Journal
                Educational Review
                Educational Review
                Informa UK Limited
                0013-1911
                1465-3397
                April 16 2022
                January 07 2022
                April 16 2022
                : 74
                : 3
                : 444-459
                Affiliations
                [1 ]School of Education, University of New South Wales, Sydney, Australia
                [2 ]School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, Australia
                [3 ]Australian Research Centre in Sex, Health and Society, La Trobe University, Melbourne, Australia
                [4 ]School of Education, University of Newcastle, Callaghan, Australia
                [5 ]Institute of Sustainable Industries and Liveable Cities (ISLC), Victoria University, Melbourne, Australia
                [6 ]School of Psychology, University of Adelaide, Adelaide, Australia
                [7 ]Centre for Human Rights Education, Curtin University, Perth, Australia
                [8 ]School of Education, Deakin University, Victoria, Australia
                [9 ] Office of the Pro-Vice Chancellor (Programs & Pathways), Macquarie University, Sydney, Australia
                [10 ]School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton, Australia
                [11 ]School of Education, Western Sydney University, Sydney, Australia
                [12 ]School of Education, University of Queensland, Brisbane, Australia
                Article
                10.1080/00131911.2021.2015293
                06bff52f-06f1-4e6d-80d8-067e627acf42
                © 2022
                History

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