Emergency Remote Teaching

The journal article was called ‘The difference between emergency remote teaching and online learning’. The article considered the difference between online learning which has a careful design process (usually around 6-9 months) and clear pedagogical approach, and emergency remote teaching which has been put together quickly (usually between 1 day and a few weeks) as a result of the current coronavirus pandemic. The article likened the comparison of simple online content and online education with comparing lectures to residential education.

The group welcomed the opportunity to have terminology to describe the current online teaching but suggested the alternative ‘temporary online learning’ as the word ‘emergency’ might infer something of reduced quality. They also discussed the importance of creating the right environment and the approach the University is taking to have an extended induction period at the start of Semester 1 of 2020/21 in order to build communities amongst student groups.

The take home messages from the participants of the journal club at the end of the session were as follows:

  • The nine dimensions were helpful to guide content creation and design as well as evaluation which is key.
  • Learners and facilitators need to know and be prepared for what is expected of them.
  • Teacher presence is critical whether it’s emergency remote learning or not.
  • Making the information personal – showing there is a real person behind the delivery of online materials.
  • Learner presence and teacher presence and how these can be encouraged in online interactions. Interested in how we can encourage independent learners to be part of a learning community and not feel remote.
  • We are just emerging from a period of emergency online teaching; moving forwards, it would be good to incorporate more social learning to build learning communities. Communities are a useful way to engage learners.
  • Even during the pandemic, we need to prioritise the role of scaffolding and alignment. Use of scaffolding to prepare students for online small groups – especially useful for PBL.
  • We have the trust of students and should also allow them space; we also need to provide ‘live’ support.
  • Need to think of contact time differently even for workshops. Need to rethink how PASS can support learner communities.
  • How will we ensure learners feel a part of the overall University ecosystem?

The group also suggested the following links for further learning and research:

Continue the conversation through our Yammer Pedagogy Journal Club.