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Post-Pandemic Pedagogy: Adapting, Unlearning, and Designing for Online Success
Abstract
This chapter examines the sudden transition to emergency remote teaching (ERT) necessitated by the COVID-19 pandemic, underscoring the challenges, assumptions, and misconceptions surrounding digital education. The piece critically examines the pedagogical shifts that occurred, highlighting the imperative for educators and institutions to unlearn outdated notions of online learning and adapt evidence-based practices. By drawing upon various studies and expert opinions, the chapter addresses the pedagogical, technological, and organizational hurdles faced during the rapid pivot to ERT, while advocating for a strategic approach to online education that emphasizes pedagogical integrity, accessibility, equity, and institutional support. It proposes a reevaluation of digital learning strategies to leverage the full potential of online education, ensuring it is inclusive, effective, and tailored to meet the diverse needs of the student population, positing a future where higher education can transcend emergency measures to embrace a holistic and enriched digital learning environment.
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