Emergency remote teaching in higher education: mapping the first global online semester

International Journal of Educational Technology in Higher Education

Melissa Bond¹  Victoria I. Marín²  Svenja Bedenlier³  Marion Händel³ 

[1] EPPI-Centre, Institute of Education, University College London, London, UK;Faculty of Education, Psychology and Social Work, Universitat de Lleida, Lleida, Spain;Faculty of Humanities, Social Sciences, and Theology, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany;

关键词: Emergency remote teaching;    Higher education;    Systematic mapping review;    Covid-19;    Educational technology;   

DOI  :  10.1186/s41239-021-00282-x

来源: Springer

【 摘 要 】

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.

【 授权许可】

CC BY