Teachers and students got to know each other on a more personal level as the pandemic brought learning into the home, but the disruptions of COVID also highlighted the disadvantage caused by “the digital divide”.
A new online resource to guide and inspire university teachers is helping to build an academic community that recognises good teaching practice.
Building students’ capacity to navigate disruptions can help them grow and achieve during COVID-19 and beyond.
For some children, learning online will be little more than an inconvenience. For others it will magnify their learning disadvantage. This move is a mass social experiment never done before.
Professor of Educational Psychology Andrew Martin offers a five-point guide for educators in the face of COVID-19.
UNSW’s first MOOC to be offered via the education platform Coursera – Introduction to Systems Engineering – goes live on 28 April and more than 20,000 students have already enrolled.
Online learning can and should be a much richer, interactive and adaptive experience than it is now, argues Dror Ben Naim.
The risk with the current MOOCs debate is that it too narrowly defines the challenge universities are facing simply as the impact of mass delivery of cheap content, writes Professor Iain Martin.