10 simple rules for supporting a temporary online pivot in higher education

Abstract

As continued COVID-19 disruption looks likely across the world, perhaps until 2021, contingency plans are evolving in case of further disruption in the 2020-2021 academic year. This includes delivering face-to-face programmes fully-online for at least part of the upcoming academic year for new and continuing cohorts This temporary pivot will necessitate distance teaching and learning across almost every conceivable pedagogy, from fundamental degrees to professionally accredited ones. Each institution, programme, and course will have its own myriad of individualised needs , however, there is a common question that unites us all: how do we provide teaching and assessment to students in a manner that is accessible, fair, equitable, and provides the best learning whilst acknowledging the temporary nature of the Pivot? No ‘one size fits all’ solution exists and many of the choices that need to be made will be far from simple, however, this paper provides a starting point and basic principles to facilitate discussions taking place around the globe by balancing what we know from the pedagogy of online learning with the practicalities imposed by this crisis.

The Use of Peer Instruction and Flipped Learning to Support Flexible Blended Learning During and After the COVID-19 Pandemic

“…Since the start of the COVID-19 pandemic, the terms "emergency remote teaching", and "temporary online pivot" (Nordmann et al, 2020) are mentioned in academic conversations and publications around learning and teaching and curriculum design and their transition and conversion to online modes of learning and teaching. Such terms illuminate the disruption caused by this pandemic across the higher education sector as well as institutional and practitioner driven ideas and propositions put forward that should not be compared to established online courses.…”

The cost of asking ‘say that again?’: a social capital theory view into how lecture recording supports widening participation

“…Despite this, there is limited research specifically exploring how WP students experience this form of Technology Enhanced Learning (TEL). This may be particularly pertinent in a HE context which has experience of distance learning post COVID-19 (Nordmann et al, 2020). TEL does not impact all student groups equally (Gorard & Selwyn, 1999), and so to prevent the inadvertent creation of yet more barriers to WP students in HE, we need to explore the experiences of students using these technologies.…”

Russian Higher School: Forced Distance Learning and Planned Switch to Distance Learning During Pandemic (Experience of Sociological Analysis)

“…Непосредственно анализу работы зарубежных университетов и реализации вынужденного дистанционного обучения в период «локдауна» посвящены работы [10][11][12]. Э. Нордман, Ч. Хорлин, Дж.…”

“…Хатчисон и др. [10] на основе собственного опыта и исследований предлагают десять конкретных шагов (мер) по поддержке и оптимизации работы в дистанте для преподавателей и студентов американских колледжей. В работе Р. Уотермейера, Т. Крика, К. Найт и др.…”

“…Указывая на трудности, с которыми они столкнулись в процессе организации своей работы в удалённом формате при вынужденном переходе на дистант весной 2020 г., более половины опрошенных (57,9%) отметили проблему мотивации и вовлечения студентов в учебный процесс. Аналогичные проблемы отмечают и зарубежные исследователи [10]. 36% опрошенных связывают возникшие трудности с применением интерактивных форм обучения, дискуссий и обсуждением проектных задач (18,7%).…”