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

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          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.

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          Most cited references55

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          Knowledge and Teaching: Foundations of the New Reform

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            Determining Validity in Qualitative Inquiry

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                Author and article information

                Contributors
                crapanta@fcsh.unl.pt
                Journal
                Postdigit Sci Educ
                Postdigital Science and Education
                Springer International Publishing (Cham )
                2524-485X
                2524-4868
                7 July 2020
                : 1-23
                Affiliations
                [1 ]GRID grid.10772.33, ISNI 0000000121511713, Faculty of Social Sciences and Humanities, , Universidade Nova de Lisboa, ; Avenida de Berna 26, 1069 061 Lisbon, Portugal
                [2 ]GRID grid.16058.3a, ISNI 0000000123252233, University of Applied Sciences and Arts of Southern Switzerland, ; Lugano, Switzerland
                [3 ]GRID grid.1013.3, ISNI 0000 0004 1936 834X, The University of Sydney, ; Sydney, Australia
                [4 ]GRID grid.36083.3e, ISNI 0000 0001 2171 6620, Universitat Oberta de Catalunya, ; Barcelona, Spain
                [5 ]GRID grid.25152.31, ISNI 0000 0001 2154 235X, University of Saskatchewan, ; Saskatoon, Canada
                Author information
                http://orcid.org/0000-0002-9424-3286
                Article
                155
                10.1007/s42438-020-00155-y
                7339092
                f2a529de-a7e5-4b69-9836-a08c4c8da223
                © Springer Nature Switzerland AG 2020

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                History
                Funding
                Funded by: FundRef http://dx.doi.org/10.13039/501100001871, Fundação para a Ciência e a Tecnologia;
                Award ID: DL 57/2016/CP1453/CT0066
                Award Recipient :
                Funded by: Australian Research Council
                Award ID: DP150104163
                Award Recipient :
                Categories
                Original Articles

                online teaching,emergency situation,covid-19,higher education,pedagogical content knowledge,instructional design

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