Open AccessEmergency responses to teaching, assessment and student support during the COVID-19 pandemic
Author(s) -
Alison Kay Reedy,
Kalie Carmichael,
Oriel Kelly
Publication year - 2020
Language(s) - English
Resource type - Conference proceedings
DOI - 10.14742/ascilite2020.0138
Subject(s) - covid-19 , context (archaeology) , pandemic , equity (law) , online teaching , inclusion (mineral) , higher education , reflection (computer programming) , computer science , knowledge management , mathematics education , medical education , psychology , political science , medicine , paleontology , social psychology , disease , pathology , infectious disease (medical specialty) , law , biology , programming language
Under COVID-19 conditions higher education institutions responded rapidly with technological solutions to maintain teaching and assessment for students and to adjust support mechanisms to compensate for the lack of face-to-face interaction with students. Using critical reflection as a research method, this paper captures the experiences of three education developers from different institutions to business as usual in the context of emergency remote teaching. The authors utilise the Substitution, Augmentation, Modification, and Redefinition (SAMR) model of technology integration as a conceptual frame to compare their institutions’ approaches to educational delivery during the pandemic. Additionally, the authors reflect on student diversity, inclusion and equity during the period of emergency remote teaching.