Emergency responses to teaching, assessment and student support during the COVID-19 pandemic | Zendy

Alison Reedy | Zendy; Kalie Carmichae | Zendy; Oriel Kelly | Zendy

AI Assistant Blog Pricing

Home ZAIA Blog

Open Access

Emergency responses to teaching, assessment and student support during the COVID-19 pandemic

Author(s) -

Alison Reedy,

Kalie Carmichae,

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) , diversity (politics) , computer science , mathematics education , knowledge management , medical education , pedagogy , psychology , sociology , political science , medicine , paleontology , social psychology , disease , pathology , infectious disease (medical specialty) , law , biology , programming language , anthropology

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.

The content you want is available to Zendy users.

Already have an account? Click here to sign in.

Having issues? You can contact us here

Accelerating Research