| Author(s) |
Alian, Sanaz
Parkes, Mitchell
Warburton, Steven
|
| Publication Date |
2022
|
| Abstract |
<p>Globally, the COVID-19 pandemic has caused numerous economic, health and wellbeing issues and significantly disrupted the education sector. In response to the pandemic, universities scrambled to transition from face-to-face teaching to fully online teaching practices. With many institutions being unprepared for such a transition (Jung et al., 2021" Metcalfe, 2021), educators and students faced a variety of challenges, barriers, and opportunities (Garnett, 2021). Critically, one of the opportunities provided by the pandemic was for educators to re-evaluate and re-envision learning and teaching practices (Singh et al., 2022).</p>
|
| Citation |
Proceedings of the 39th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, ASCILITE 2022, p. e22236-1-e22236-2
|
| Link | |
| Language |
en
|
| Publisher |
Australasian Society for Computers in Learning in Tertiary Education
|
| Title |
The Impact of social presence during COVID-19 and the implications for learning design
|
| Type of document |
Conference Publication
|
| Entity Type |
Publication
|
| Name | Size | format | Description | Link |
|---|---|---|---|---|
| openpublished/TheimpactAlianParkesWarburton2022JournalArticle.pdf | 149.01 KB | application/pdf | Published version | View document |