This paper draws on a webinar on digital technology and networked spaces in outdoor education, where three researchers presented their work through responses to two discussion statements: First, 'the use of digital technology in outdoor education is fundamentally contrary to all its values.' Second, 'if we accept that digital technology is…

This article details the journey of a Theatre and Performance team working in Australian higher education during the COVID-19 pandemic. Using reflective practice informed by Social Constructivism, we addressed the dilemmas of building and shifting an online community of learners. Act One considers the unknown as we shifted online, and the new year…

Alongside unprecedented shifts in health care, and widespread lockdowns and stay-at-home orders, the COVID-19 pandemic brought an almost immediate shift towards digitally supported remote delivery in higher education. This paper explores the experiences and perceptions of 15 teaching academics from five universities in Victoria, Australia during…

Expert secondary Arts teachers are highly trained specialists well versed in face-to-face individual and group teaching pedagogies. Given the highly personalised nature of Arts teaching practice, the shift to online teaching resulting from COVID-19 lockdowns presented many with challenges for which they had little or no formal training. Many…

Literature has previously reported that student-centred practices are the mark of good pedagogy in online education. In contrast, the competency-based nature of vocational education in Australia has been understood to encourage teacher-centred pedagogy. The likely tensions between these two teaching contexts are not yet understood, and little is…

This paper details a six-step model for coaching online teachers that has been successfully implemented at an Australian university. Drawing on three fields of literature -- online teaching, community of practice theory and coaching programs -- the model involves: (1) on-boarding and goal-setting; (2) coaching conversations about online teaching…

Purpose: The purpose of this paper is to explore emerging synergies and tensions between the twin moves to the United Nations Sustainable Development Goals (UN SDGs) and online learning and teaching (L&T) in higher education institutions (HEIs). Design/methodology/approach: A preliminary global exploration of universities' SDG-based L&T…

Higher education has increasingly adopted online and blended models of teaching. Guided by institutional policy and digital competence frameworks, the integration of digital tools and competences is perceived as essential. The pivot to emergency remote teaching (ERT) in response to the COVID-19 pandemic increased the use of digital technologies…

Inclusive education in Australia has resulted in a concerted push for the differentiation of pedagogical teaching approaches by educators across Kindergarten to Year 12 (K-12) learning environments. Such approaches have been shown to meet a diverse range of learner needs found in today's classrooms. While progress is evident at the primary and…

This study examined secondary (high) school teachers' experiences of online delivery of health and physical education (HPE) during Covid-19 suppression measures in one Australian state in 2020. Research has noted the use of blended learning and flipped classrooms in HPE, yet little is known about the delivery of fully online school HPE.…

This article reports on a study analysing changes in the use of digital technologies and working from home during the COVID-19 crisis and the impact of these changes on the wellbeing of five female university lecturers from Australia and Sweden. Applying collaborative autoethnographical methods, this study employed Weick's sensemaking framework to…

Rapid advancements in information and communication technologies (ICTs) have afforded numerous variations to traditional chemistry curricula where pedagogical strategies that have been employed have assumed "one-size-fits-all". The translation of print-based instructional resources into multimodal online and digital forms enables greater…

Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students' main learning space, and technology became the sole medium of instructional delivery. We use the ideas of "digital disconnect" and "digital divide" to examine,…

Efforts to mitigate the spread of the COVID-19 virus based on recommendations from government agencies across the world, such as physical distancing requirements, propelled university and college training programs into virtual learning environments in 2020. This unprecedented and largely unplanned shift to online/remote learning has led to novel…

Since the sudden emergence of COVID-19 global pandemic, all educational institutions have looked to move resources and delivery online. Some institutions had already embraced delivering instruction in this way; however, broader adaptation to this teaching style is new to many educators. While the teaching of theoretical concepts is more easily…