Emergency remote teaching in higher educationmapping the first global online semester

  1. Melissa Bond
  2. Svenja Bedenlier
  3. Victoria I. Marín
  4. Marion Händel
Revista:
International Journal of Educational Technology in Higher Education

ISSN: 2365-9440

Año de publicación: 2021

Número: 18

Tipo: Artículo

DOI: 10.1186/S41239-021-00282-X DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Educational Technology in Higher Education

Resumen

Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently ofered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research feld, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research was carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the felds of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The fndings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.

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