![]() ![]() The special feature of emergency remote education is that it is an unplanned practice, with no option than to use any kind of offline and/or online resources that may be at hand. Early on considered as emergency remote teaching-ERT (Hodges et al., 2020), it has turned – and continues to turn-teaching and learning upside down, with considerable impact on students in all levels of education (Bond, 2020 Marinoni et al., 2020).ĭuring the pandemic, most higher education institutions deployed a strategy of ERT, which can be considered as a branch of distance education (Bozkurt et al., 2020 Hodges et al., 2020). Globally, the first semester of 2020 marked a turning point within education the Covid-19 pandemic lead to the unprecedented situation of having to switch to online instruction. 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. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health
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