Abstract
The overall aim of this chapter is to provoke reflection around how higher education (HE) engaged students in online learning during COVID-19. Discussion will outline the challenges that HE faced in engaging students in a complex and uncertain COVID-19 landscape and how this changed the dynamics of student engagement and support. It also discusses the role of the academic in the use of inclusive pedagogies to ensure that learning and support met the needs of the students’ in their online learning journeys. The chapter concludes that while COVID-19 meant wide scale change for HEIs that these best practices should create the “new norm” in curriculum design and is an era where HE professionals should be proud of the legacy they leave and the support they gave to ensure that students could continue their learning journeys.
| Original language | English |
|---|---|
| Title of host publication | Pandemic pedagogy: preparedness in uncertain times |
| Editors | Enakshi Sengupta |
| Publisher | Emerald Publishing Limited |
| Pages | 91-105 |
| Number of pages | 15 |
| Volume | 49 |
| ISBN (Electronic) | 978-1-80071-470-0 |
| ISBN (Print) | 978-1-80071-471-7 |
| DOIs | |
| Publication status | Published - 15 May 2023 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being -
SDG 4 Quality Education -
SDG 8 Decent Work and Economic Growth -
SDG 9 Industry, Innovation, and Infrastructure -
SDG 10 Reduced Inequalities -
SDG 16 Peace, Justice and Strong Institutions
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