When COVID-19 struck, higher education scrambled. Teaching and learning swerved abruptly to emergency remote instruction. For many students, the rapid refashioning of courses of instruction meant suddenly confronting new, radically different learning scenarios. We know relatively little about what enabled or constrained students' confidence in…

Purpose: This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), "Designing and Evaluating Innovative Mobile Pedagogies" (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland…

In March 2020, many schools worldwide were closed due to the COVID-19 pandemic. This closure confronted mathematics teachers with the challenging transition to emergency remote teaching (ERT). How did students experience ERT, and how did these experiences relate to context variables and to their teachers' beliefs and practices? In particular, what…

In this paper, we explore the improvisations made in examination practices in higher education during the pandemic of 2020. Drawing on STS, we start from the theoretical assumption that examinations constitute an obligatory passage point in universities and colleges: a sacred point which students need to pass if they want to gain recognized…

Digital technologies offer immense potential for transforming teacher learning and the delivery of professional development activities throughout teachers' careers. As the COVID-19 pandemic has made face-to­-face professional learning challenging or impossible for teachers to attend in many contexts, online professional learning options for…