Offline Memos for Online Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

Blumsztajn, Anna; Koopal, Wiebe; Schildermans, Hans; Thoilliez, Bianca; Vlieghe, Joris; Wortmann, Kai

doi:10.1007/s42438-022-00286-4

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…The studies reviewed indicate that the rushed transition to ERT has affected the sense of professional identity of academics as HE teachers (Littlejohn et al, 2021 ) in ways that are as yet only partly explored. Echoing the findings of Ramlo ( 2021 ), we believe that teachers’ negotiation of the blurring home-workspace boundaries (Blumsztajn et al, 2022 ; Littlejohn et al, 2021 ) and attempts to rebalance their professional work and personal life have important implications for future HE teaching and merit further investigation (Gourlay et al, 2021 ).…”

Section: Discussionmentioning

confidence: 88%

The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review

Sum

Oancea

2022

Int J Educ Technol High Educ

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This paper presents a systematic review of scholarly efforts that uniquely emerged at the onset of the COVID-19 pandemic and focused primarily on higher education teachers’ perspectives on technology use and on associated changes in the relationship between teachers and students amidst the transition to emergency remote teaching worldwide. Our narrative synthesis of 32 studies, the majority of which come from lower-and middle-income countries/regions, suggests that numerous factors interact to shape academics’ technology use in emergency remote teaching across higher education contexts. We report strong findings of teachers’ resilience and resourcefulness in their self-exploration of various technologies and teaching strategies in response to the continued severity of the pandemic. Ultimately, this review suggests directions for further research on engaging educational leaders and faculty in reimagining teaching as not only a core academic function of higher education, but also, and importantly, a humanising experience shaped by an ethics of care.

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Section: Discussionmentioning

confidence: 88%

The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review

Sum

Oancea

2022

Int J Educ Technol High Educ

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Alone-Time and Loneliness in the Academia

Jandrić

2022

Postdigit Sci Educ

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Post-criticality and the pursuit of an empirical philosophy of education: epistemology, methodology, ethics

Schildermans,

Vlieghe,

Wortmann

2024

Journal of Philosophy of Education

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This article examines the relevance of post-criticality as a research stance across various traditions in educational research. After problematizing the dominance of critical approaches centered on deconstruction and denunciation, the authors advocate instead for an empirical philosophy of education. This introduction sets the stage for a suite of articles that explore affirmative, engaged methodologies, which prioritize proximity to educational practices over detached critique. Collectively, the articles investigate how post-critical methodologies can produce richer understandings of educational realities and foster meaningful connections between theory and practice.

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Offline Memos for Online Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

Cited by 4 publications

References 6 publications

The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review

The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review

Alone-Time and Loneliness in the Academia

Post-criticality and the pursuit of an empirical philosophy of education: epistemology, methodology, ethics

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