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This research exposed gaps in the current literature for online learning and transformative pedagogical strategies in STEM (science, technology, engineering and mathematics) programs. These voids were explored, and new blended strategies were provided to encourage online educators to develop effective pedagogical designs in STEM programs. Online education is no longer thought of as a passing trend, but as a viable alternative to traditional educational teaching methods. STEM educators need to develop online learning platforms that are flexible and effective, that enrich the student's experience while not diminishing the intellectual growth of the learner. This will help build learner cohesion and a more stable and effective learning environment, one that has the opportunity to develop into a community of learning. Research indicates that the STEM areas of study require a different pedagogical design than those in other curricula such as liberal arts and social science programs, specifically in the area of developing Higher Order Cognitive Skills (HOCS) in learners. This paper focuses on the pedagogical designs that will enable universities to successfully establish STEM online learning programs at their institutions.

On February 5, 2020, the initiative was followed up by ‘Guidance on the Organization and Management of Online Teaching in the Higher Education Institutions During Epidemic Prevention and Control Period’ (Ministry of Education 2020). Online course delivery, interaction, and data collection require stabile digital infrastructure and platforms, yet learning of some students across China and overseas is interrupted by poor Internet access. Challenges also include lack of holistic quality assurance systems for online teaching and learning. In our postdigital context, online and offline (teacher) education cannot be thought of without each other (Jandrić et al. 2018). [...]we advocate development of a holistic teacher education system, regardless of used mode of delivery, which could support present and future teachers in becoming more resilient to crisis similar to the Covid-19 pandemic.

Remote learning is currently adopted by many universities around the world to provide students with learning platforms due to health pandemics and natural disasters. Even though online pedagogy advances and uncovers students’ experiences and engagement patterns, few studies have made attempt at studying online pedagogy in the communication discipline. This study bridges the gap in the literature by interrogating the pedagogical experiences of students during the 2022 emergency remote learning in Niger Delta University (NDU), Bayelsa State of Nigeria. Based on written semi-structured interviews of 254 Mass Communication students at NDU, results show that computer literacy, and personalisation of learning, motivates collaborative learning among the students as well as improve both the learning experience of the students and the learning outcome. Findings indicate that students from a poor background, with low computer literacy levels, and those who encountered some technical problems during remote learning, reported negative experiences during the emergency remote learning. Practical implications were drawn.

This systematic literature review of 36 peer-reviewed empirical articles outlines eight strategies used by higher education lecturers and students to maintain educational continuity during the COVID-19 pandemic since January 2020. The findings show that students’ online access and positive coping strategies could not eradicate their infrastructure and home environment challenges. Lecturers’ learning access equity strategies made learning resources available asynchronously, but having access did not imply that students could effectively self-direct learning. Lecturers designed classroom replication, online practical skills training, online assessment integrity, and student engagement strategies to boost online learning quality, but students who used ineffective online participation strategies had poor engagement. These findings indicate that lecturers and students need to develop more dexterity for adapting and manoeuvring their online strategies across different online teaching and learning modalities. How these online competencies could be developed in higher education are discussed.

Purpose of the ResearchWith online education taking centerstage in recent times, the primary objective of this study is to find out the student perception of online classes from teachers who had no past experience of online teaching, with respect to their teaching effectiveness, teaching style and pedagogy in an online classroom. This study is exploratory in nature. Using a structured questionnaire, 356 completed responses were received and analysed using the available research tools.Principle ResultsThe dynamics of education have changed overnight. The findings of the study indicate that pedagogy, teaching style and teaching effectiveness significantly affect student perception towards online classes by first time online teachers.Major ConclusionsThe role of the teachers has changed drastically and there is a need for them to prepare themselves for the new normal using the suitable pedagogical tools for creating an effective online classroom.

The current novel coronavirus, COVID-19, has effected a significant change in the way industry-based and tertiary health professions education (HPE) can occur. Advice for strict, widespread social distancing has catalysed the transformation of course delivery into fully online design across nations. This is problematic for HPE, which has traditionally relied on face-to-face learner interaction, in the form of skills laboratories, simulation training and industry-based clinical placements.

As pedagogical approaches to teaching and learning continue to evolve to meet the needs of students in a rapidly changing, globalized world that is heavily influenced and reliant on digital technologies, it is anticipated that the learning environments in Higher Education will also be transformed. Consequently, this transformation of learning environments is often synonymous with the adoption of and continued focus on the potential benefits of online learning in the Higher Education sector. It is within this context that this paper reports on a small-scale case study in a large Nordic university where the learning management system, Blackboard was piloted and implemented using a top-down approach consisting of the comprehensive training of academic staff, students and support staff. The explorative approach used in this study identifies three common themes in the data as it follows a group of academic beta testers (N=23) who are involved in the initial phases of implementation. The study explores the educators’ primary use of Blackboard, whilst attempting to understand how academics perceive and interpret the role of online technologies to support effective pedagogical practices. Drawing on data from participant interviews, the study highlights the need for increased academic support for online learning design and a renewed focus on staff development of effective pedagogical practices

Online teaching and learning has had a presence in K12 public education since the 1990s. Following the COVID-19 global pandemic, there has been a surge in online learning and an increase in research surrounding the role of online teaching and learning within the K12 context. However, while the inclusion of online pedagogies flourishes throughout middle-grade educational settings, there is limited contemporary research that speaks specifically to effective online instruction of young adolescent learners. This scoping review examines the existing body of literature pertaining to online pedagogies within the middle grades in an effort to map the current trends, gaps, and overall state of research pertaining to national and international middle-level online pedagogy. Researchers screened research and pedagogically centered peer-reviewed articles published between 2013 and 2024. The reviewed articles were charted according to standardized details—e.g., author(s), publication year, research purpose, study location, participant demographics, methodology, and outcomes—to identify themes relevant to online pedagogical approaches, national or international contextual considerations, connection to the Association for Middle Level Education (AMLE) characteristics, and more. The findings speak to trends and gaps within middle-grade online pedagogical research with recommendations for additional examination of research and pedagogy specific to middle-grade online teaching and learning.

The low completion rate for Massive Open Online Courses (MOOCs), averaging 10 % across total enrolment, highlights a need for close analysis of the underlying formative model. The methodology used here involves cooperation among MOOC participants to introduce new resources through social networks and the integration of these resources with previous teacher materials. The paper describes two MOOCs on distinct topics using this methodology and implemented on the same platform. The observed outcomes indicate increased completion rates for both courses as compared with other MOOCs developed on the same platform. Additionally, although participants in the two MOOCs differed in profile and personal goals, they reported similar perceptions of the quality of the learning experience, which was influenced by the knowledge management approach developed in the proposed methodology.

The disengaging experiences reported in the online mode of learning have resulted in considerable deliberations highlighting the need for pedagogical innovations. Therefore, it is crucial to rethink these ideas and develop pedagogical approaches that accommodate a dynamic understanding of learning spaces and meet the demands of the teaching–learning environment of the contemporary period. This study discusses the various steps through which the task-based autoethnographic pedagogical approach (TAPA) was implemented in an undergraduate-level Critical Food Studies course and proposes it as an effective approach to administering certain courses by enabling active learning in the online mode. The study captures learners’ perceptions of meaningful online learning experiences by using an interpretative phenomenological approach, mapping the aspects that contribute to a sense of rekindled interest and involvement in the course. Some of the dominant patterns that emerge from this phenomenological study are (1) appreciation towards praxis-based online learning, (2) recognition of lived space as a ripe site for inquiry and learning, (3) a heightened sense of engagement with lived contexts, and identity discourses, (4) learners’ negotiations with TAPA, and (5) learner as an active agent and curator of knowledge. Thus, while situating TAPA as an effective pedagogical approach for online learning and Critical Food Studies curriculum, it is also posited as an approach that initiates negotiation with the epistemic hierarchies within academia.