Emergency remote teaching in higher education: mapping the first global online semester
- Autores: Melissa Bond, Svenja Bedenlier, Victoria Irene Marín Juarros, Marion Hänsel
- Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 18, 2021
- Idioma: inglés
- Enlaces
- Dialnet Métricas: 14 Citas
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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.
