Pivoting academic skills support online: a critical reflection on practice
Keywords:Academic Skills, Online Pivot, Critical Reflection, Covid-19
Adedoyin, O.B. and Soykan, E. (2020) ‘Covid-19 pandemic and online learning: the challenges and opportunities’, Interactive Learning Environments, pp.1-13. Available at: https://doi.org/10.1080/10494820.2020.1813180 (Accessed: 18 October 2021).
Brookfield, S. (2017) Becoming a critically reflective teacher. 2nd edn. San Francisco: Jossey-Bass, pp.61-77.
CAST (2018) The UDL guidelines. Available at: https://udlguidelines.cast.org/ (Accessed: 13 March 2021).
Elmer, T., Mepham, K. and Stadfeld, C. (2020) ‘Students under lockdown: comparisons of students' social networks and mental health before and during the Covid-19 crisis in Switzerland’, PLoS ONE, 15 (7). Available at: https://doi.org/10.1371/journal.pone.0236337 (Accessed: 12 January 2021).
Hodges, C., Moore, S., Lockee, B., Trust, T. and Bond, A. (2020) ‘The difference between emergency remote teaching and online learning’, Educause Review. Available at: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (Accessed: 12 January 2021).
Jackson, A. (2020) ‘The expectation gap: students’ experience of learning during Covid-19 and their expectations for next year’, WONKHE. Available at: https://wonkhe.com/blogs/the-expectation-gap-students-experience-of-learning-during-covid-19-and-their-expectations-for-next-year/ (Accessed: 12 January 2021).
Jackson, A. (2021) ‘The expectation gap II: students’ experience of learning during Covid-19 and their expectations for next year’, WONKHE, 3 February. Available at: https://wonkhe.com/blogs/the-expectation-gap-ii-students-hopes-for-learning-and-teaching-in-the-next-normal/ (Accessed: 13 March 2021).
JISC (2020a) Student digital experience insights survey 2020: UK higher education (HE) survey findings. Available at: https://www.jisc.ac.uk/sites/default/files/student-dei-he-report-2020.pdf (Accessed: 12 January 2021).
JISC (2020b). Learning and teaching reimagined: change and challenge for students, staff and leaders. Available from: https://www.jisc.ac.uk/sites/default/files/ltr-report-change-and-challenge-for-students-staff-and-leaders-aug-2020.pdf (Accessed: 12 January 2021).
Lambie, I. and Law, B. (2020) ‘Teaching online during a pandemic: pedagogical skills transfer from face to face support to online synchronous support provision’, Proceedings of the 19th European Conference on e-learning, Glasgow, 28-30 October. Available at: https://researchonline.gcu.ac.uk/ws/portalfiles/portal/42976118/Lambie_I._Law_B._2020_Teaching_online_during_a_pandemic_Pedagogical_skills_transfer_from_face_to_face_support_to_online_synchronous_support_provision.pdf (Accessed: 20 February 2021).
Lederer, A.M., Hoban, M.T., Lipson, S.K., Zhou, S. and Eisenberg, D. (2021) ‘More than inconvenienced: the unique needs of U.S. college students during the Covid-19 pandemic’, Health education & behavior, 48(1), pp.14-19. Available at: https://doi.org/10.1177%2F1090198120969372 (Accessed: 13 March 2021).
Neves, J. and Hewitt, R. (2020) Student academic experience survey 2020. Available at: https://www.hepi.ac.uk/wp-content/uploads/2020/06/The-Student-Academic-Experience-Survey-2020.pdf (Accessed: 12 January 2021).
Nordmaan, E., Horlin, C., Hutchinson, J., Murray, J., Robson, L., Seery, M.K. and MacKay, J.R.D. (2020) ‘Ten simple rules for supporting a temporary online pivot in higher education’, PLoS Comput Biol 16(10), e1008242. Available at: https://doi.org/10.1371/journal.pcbi.1008242 (Accessed: 12 January 2021).
Pownall, M., Harris, R. and Blundell-Birtill, P. (2021) ‘Supporting students during the transition to university in Covid-19: 5 key considerations and recommendations’, Psychology Learning and Teaching. Available at: https://doi.org/10.1177/14757257211032486 (Accessed: 18 October 2021).
Raaper, R. and Brown, C. (2020) ‘The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice’, Journal of Professional Capital and Community, 5 (3/4), pp.343-349. Available at: https://doi.org/10.1108/JPCC-06-2020-0032 (Accessed: 20 February 2021).
Stadtfeld, C., Vörös, A., Elmer, T., Boda, Z. and Raabe, I.J. (2019) ‘Integration in emerging social networks explains academic failure and success’, Proceedings of the National Academy of Sciences, 116(3), pp.792-797. Available at: https://dx.doi.org/10.1073%2Fpnas.1811388115 (Accessed: 13 March 2021).
Watermeyer, R., Crick, T., Knight, C. and Goodall, J. (2021) ‘Covid-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration’, Higher Education, 81(3), pp.623–641. Available at: https://doi.org/10.1007/s10734-020-00561-y (Accessed: 13 March 2021).
Whelehan, D.F. (2020) ‘Students as partners: a model to promote student engagement in post-Covid-19 teaching and learning’, AISHE, 12 (3). Available at: https://ojs.aishe.org/index.php/aishe-j/article/view/479 (Accessed: 12 January 2021).
How to Cite
LicenseAuthors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).