Reconceptualising digital pedagogy during the COVID-19 pandemic: A qualitative inquiry into distance teaching in China
Jie Zhang, Sunze Yu
Abstract
Digital pedagogy was used as a contingency plan to achieve teaching and learning during the COVID-19 pandemic. This study aimed to observe digital pedagogy in lecturers' online teaching practices and instructional supervisors' evaluations of teaching outcomes. A sample of 32 lecturers and instructional supervisors from three Chinese universities participated in the in-depth interviews. The thematic analysis approach of grounded theory was used in data analysis. The results show that pedagogical dimensions were extended. Besides technology, innovative pedagogy, and learning environments, this study added two constructs: sustained support and cyber safety. Collaboration is required at different levels; meanwhile, cyber safety is highlighted to ensure healthy digital learning environments.