Transition online: challenges and achievements


  • Jonathan Andrews University of Birmingham



online, hybrid, face-to-face, academic skills, EDI, Covid-19


Eringfeld, S. (2021) 'Higher education and its post-coronial future: utopian hopes and dystopian fears at Cambridge university during Covid-19', Studies in Higher Education, 46(1), pp. 146-157.

Ghazi-Saidi, L., Criffield, A., Kracl, C. L., McKelvey, M., Obasi, S. N. and Vu, P. (2020) 'Moving from face-to-face to remote instruction in a higher education institution during a pandemic: multiple case studies', International Journal of Technology in Education and Science, 4(4), pp. 370-383.

Kanwar, A. and Carr, A. (2020) 'The impact of Covid-19 on international higher education: new models for the new normal', Journal of Learning for Development, 7(3), pp. 326-333. Available at: (Accessed: 29 July 2021).

Ugoala, O. (2020) ‘How to be a true ally’ [Facebook] 3 June 2021. Available at: (Accessed: 17 June 2021)

Petronzi, R. and Petronzi, D. (2020) 'The online and campus (oac) model as a sustainable blended approach to teaching and learning in higher education: a response to COVID-19', Journal of Pedagogical Research, 4(4), pp. 498-507.




How to Cite

Andrews, J. (2021) “Transition online: challenges and achievements”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.703.



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