Abstract
This paper reports on the first phase of a three-year project in which we explored ways to adapt and evolve our pedagogies in relation to the use of new and emerging digital technologies. Our aim is to develop a shared understanding and resourcefulness for teaching in an age where pedagogy in a university setting is an increasingly complex and novel problem. We focus specifically on our experiences of emergency remote teaching (ERT) where we pivoted mid semester from on-campus classroom-based teaching to exclusively online delivery and assessment. Through a dialogical approach enabled by the self-study, we support each other, describe the key challenges we have experienced, and identify the key assumptions that underpin our practices as teachers in digital learning contexts. The themes found in this dialectical relationship were named as: the visibility of students, the constraints of technology, and the fact that we are neophyte lecturers again.
Keywords:
Education distance; Higher Education; covid-19; Self-study; Computer literacy