The paradoxes of emergency remote teaching

Authors

  • Anne-Mette Nortvig University College Absalon
  • Marianne Georgsen

DOI:

https://doi.org/10.47750/jett.2022.13.01.022

Keywords:

paradoxes, emergency remote teaching, higher education, didactic design, time and space

Abstract

This article presents and discusses some of the paradoxes that teachers in the higher education sector encountered during the COVID-19 lockdowns. It takes a fresh look at data from a previous study involving 3,000 teachers and 20,000 students as the empirical background in the form of both quantitative and qualitative material. Based on a paradoxical-theoretical perspective, the article looks at teachers who had to teach online - some of them for the first time. The article finds that the lockdowns led to didactic situations in an online format that was paradoxically different from both familiar on-site and online teaching.

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