We're all in the same boat: humanising teaching and learning experiences as a way to achieve engaging and interactive online provision

Authors

  • Julia Kotula
  • Kizzy Beaumont Arts University Bournemouth

DOI:

https://doi.org/10.47408/jldhe.vi22.755

Keywords:

Covid-19, online teaching, student engagement, teacher inhibitions, confidence building, teacher self-perceptions

References

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Muthuprasad, T., Aiswarya, S., Aditya, K. S. and Jha, G. K. (2021) ‘Students’ perception and preference for online education in India during COVID-19 pandemic’, Social Sciences & Humanities Open, 3(1), p.100101. https://doi.org/10.1016/j.ssaho.2020.100101.

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Simamora, R. M., (2020). ‘The challenges of online learning during the COVID-19 pandemic: an essay analysis of performing arts education students’, Studies in Learning and Teaching, 1(2), pp. 86-103. https://doi.org/10.46627/silet.v1i2.38.

Souleles, N., (2013) ‘The evolution of art and design pedagogies in England: Influences of the past, challenges for the future’, International Journal of Art & Design Education, 32(2), pp. 243-25. https://doi.org/10.1111/j.1476-8070.2013.01753.x.

Stone, C. and Springer, M. (2019) ‘Interactivity, connectedness and “teacher-presence”: engaging and retaining students online’, Australian Journal of Adult Learning, 59(2), pp.146-169.

Zhan, Z. and Mei, H., (2013) ‘Academic self-concept and social presence in face-to-face and online learning: perceptions and effects on students' learning achievement and satisfaction across environments’, Computers & Education, 69, pp.131-138. https://doi.org/10.1016/j.compedu.2013.07.002.

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Published

14-10-2021

How to Cite

Kotula, J. and Beaumont, K. (2021) “We’re all in the same boat: humanising teaching and learning experiences as a way to achieve engaging and interactive online provision”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.755.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Adapting core features of learning development: skills and writing support

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