Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts
Emergency online teaching (EOT) due to COVID19 is different to well-planned online learning. This small-scale qualitative case study explored the impact of EOT upon undergraduate students in a regional university and a metropolitan university in Australia. Each university had some experience in onli...
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| Format: | Article |
| Language: | English |
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Elsevier
2021-01-01
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| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374021000273 |
| _version_ | 1818369563269529600 |
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| author | Linda Lorenza Don Carter |
| author_facet | Linda Lorenza Don Carter |
| author_sort | Linda Lorenza |
| collection | DOAJ |
| description | Emergency online teaching (EOT) due to COVID19 is different to well-planned online learning. This small-scale qualitative case study explored the impact of EOT upon undergraduate students in a regional university and a metropolitan university in Australia. Each university had some experience in online or distance learning, however, courses in this study were on-campus face-to-face courses in education and performing arts. Differentiating factors considered are location, course of study, year of study and innovations that arose during the EOT period. To assist in the interpretation of findings, this case study utilises the “emergency remote teaching environments'' (ERTE) developed by Whittle, Tiwari, Yan and Williams (2020) as an interpretive lens; and the findings of this study are also compared with the findings in the Australian Tertiary Education Quality and Standards Agency (TESQA) November 2020 report. Implications derived from the present case study for consideration in the development of future online learning include technology selected, upskilling tertiary educators and unexpected benefits to students. |
| first_indexed | 2024-12-13T23:25:50Z |
| format | Article |
| id | doaj.art-185817f0c30b4c07b6a1b6d0edfd5637 |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-12-13T23:25:50Z |
| publishDate | 2021-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-185817f0c30b4c07b6a1b6d0edfd56372022-12-21T23:27:32ZengElsevierInternational Journal of Educational Research Open2666-37402021-01-012100057Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative artsLinda Lorenza0Don Carter1Central Queensland Conservatorium, School of Education and The Arts, Central Queensland University, Ooralea, Australia; Corresponding author at: Theatre, Central Queensland Conservatorium of Music, School of Education & the Arts, CQUniversity Australia, Building 22/G.11, 151 Boundary Road, Ooralea, QLD 4740, PO Box 5606, Mackay, MC QLD 4741, Australia.Faculty of Arts and Social Sciences, University of Technology Sydney, Australia; Co-corresponding author at: Faculty of Arts and Social Sciences, University of Technology Sydney, PO Box 123 Broadway, NSW 2007, Australia.Emergency online teaching (EOT) due to COVID19 is different to well-planned online learning. This small-scale qualitative case study explored the impact of EOT upon undergraduate students in a regional university and a metropolitan university in Australia. Each university had some experience in online or distance learning, however, courses in this study were on-campus face-to-face courses in education and performing arts. Differentiating factors considered are location, course of study, year of study and innovations that arose during the EOT period. To assist in the interpretation of findings, this case study utilises the “emergency remote teaching environments'' (ERTE) developed by Whittle, Tiwari, Yan and Williams (2020) as an interpretive lens; and the findings of this study are also compared with the findings in the Australian Tertiary Education Quality and Standards Agency (TESQA) November 2020 report. Implications derived from the present case study for consideration in the development of future online learning include technology selected, upskilling tertiary educators and unexpected benefits to students.http://www.sciencedirect.com/science/article/pii/S2666374021000273Online teachingTertiary studyTeacher educationCreative artsBlended learningDistance education |
| spellingShingle | Linda Lorenza Don Carter Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts International Journal of Educational Research Open Online teaching Tertiary study Teacher education Creative arts Blended learning Distance education |
| title | Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts |
| title_full | Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts |
| title_fullStr | Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts |
| title_full_unstemmed | Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts |
| title_short | Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts |
| title_sort | emergency online teaching during covid 19 a case study of australian tertiary students in teacher education and creative arts |
| topic | Online teaching Tertiary study Teacher education Creative arts Blended learning Distance education |
| url | http://www.sciencedirect.com/science/article/pii/S2666374021000273 |
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