Emergency remote teaching in higher education: mapping the first global online semester
Abstract Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered 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 ini...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2021-08-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41239-021-00282-x |
| _version_ | 1818729574274433024 |
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| author | Melissa Bond Svenja Bedenlier Victoria I. Marín Marion Händel |
| author_facet | Melissa Bond Svenja Bedenlier Victoria I. Marín Marion Händel |
| author_sort | Melissa Bond |
| collection | DOAJ |
| description | Abstract Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered 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 field, 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 fields 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 findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided. |
| first_indexed | 2024-12-17T22:48:03Z |
| format | Article |
| id | doaj.art-98b33778547e4b889dc56b2ba2ab6ef5 |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-12-17T22:48:03Z |
| publishDate | 2021-08-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-98b33778547e4b889dc56b2ba2ab6ef52022-12-21T21:29:45ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402021-08-0118112410.1186/s41239-021-00282-xEmergency remote teaching in higher education: mapping the first global online semesterMelissa Bond0Svenja Bedenlier1Victoria I. Marín2Marion Händel3EPPI-Centre, Institute of Education, University College LondonFaculty of Humanities, Social Sciences, and Theology, Friedrich-Alexander-Universität Erlangen-NürnbergFaculty of Education, Psychology and Social Work, Universitat de LleidaFaculty of Humanities, Social Sciences, and Theology, Friedrich-Alexander-Universität Erlangen-NürnbergAbstract Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered 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 field, 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 fields 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 findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.https://doi.org/10.1186/s41239-021-00282-xEmergency remote teachingHigher educationSystematic mapping reviewCovid-19Educational technology |
| spellingShingle | Melissa Bond Svenja Bedenlier Victoria I. Marín Marion Händel Emergency remote teaching in higher education: mapping the first global online semester International Journal of Educational Technology in Higher Education Emergency remote teaching Higher education Systematic mapping review Covid-19 Educational technology |
| title | Emergency remote teaching in higher education: mapping the first global online semester |
| title_full | Emergency remote teaching in higher education: mapping the first global online semester |
| title_fullStr | Emergency remote teaching in higher education: mapping the first global online semester |
| title_full_unstemmed | Emergency remote teaching in higher education: mapping the first global online semester |
| title_short | Emergency remote teaching in higher education: mapping the first global online semester |
| title_sort | emergency remote teaching in higher education mapping the first global online semester |
| topic | Emergency remote teaching Higher education Systematic mapping review Covid-19 Educational technology |
| url | https://doi.org/10.1186/s41239-021-00282-x |
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