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dc.contributor.authorBond, Melissa
dc.contributor.authorBedenlier, Svenja
dc.contributor.authorMarín, Victoria I.
dc.contributor.authorHändel, Marion
dc.description.abstractDue to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research was carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.
dc.relation.isformatofReproducció del document publicat a
dc.relation.ispartofInternational Journal of Educational Technology in Higher Education, 2021, vol. 18, article 50
dc.rightscc-by (c) Bond et al., 2021
dc.subjectEmergency remote teaching
dc.subjectHigher education
dc.subjectSystematic mapping review
dc.subjectEducational technology
dc.titleEmergency remote teaching in higher education: Mapping the first global online semester

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