This Australian university case study explores the transition to emergency, remote teaching (ERT) in an intensive Block Model curriculum during the COVID-19 pandemic. An online survey investigated academics' experiences of factors that helped or hindered their transition. A thematic analysis of the data revealed a symbiotic relationship between…

This article conceptualises how disruptions to conventional teaching models may lead to innovative practice. We have identified a gap in current knowledge around how innovations in higher education teaching and learning are initiated in times of crises. Disruptive Innovation Theory and Roger's Diffusion of Innovation Theory are used as lenses to…

Researchers who investigate value-laden professional practices face the challenge of creating a space in which to explore workplace priorities. Education professionals, for example, are keyed to the development and wellbeing of their students, yet frequently work in environments in which there are constraints on their practice. These professionals…

Learning management systems (LMSs) have long been adopted by tertiary education providers to be the conduit through which courses are delivered. However, debates about the capacity of the LMS to meet all the required current and future needs of both students and educators have become more pronounced over the past few years, particularly given the…

Coverage of reading and reading instruction in initial teacher education is highly contested, with the "reading wars" representing decades of debate concerning approaches that should be promoted to teachers-in-training. Empirical evidence strongly endorses explicit and systematic teaching of code-based skills as a starting point,…

The COVID-19 pandemic brought global disruptions to the way universities operate. Online learning abruptly took priority, as the physical campuses in Australian universities became deserted. Staff had to instantly adapt to major changes in work practices, whilst continuing to support students' engagement and maintain quality teaching and learning.…

There is increasing pressure on Early Childhood Education and Care (ECEC) settings to align their practices and values to that of schools, with the notion that a quality education in ECEC consists of providing care whilst also ensuring strong learning outcomes. This paper employs the constructs of structural and process quality to theorise the…

Compulsory distance education has always sought to be inclusive, providing educational opportunities for K-12 students unable to attend mainstream, face-to-face schools for medical, geographical, or personal reasons. However, how to effectively engage these diverse learners has remained a perpetual challenge, with a need for further investigation…

Academics' experiences of transitioning assessments to emergency remote teaching (ERT) during COVID-19 were investigated in a Block Model (BM) higher education context. Students studied one subject at a time in small classes over four weeks. Evaluation cycles were short. An institution-wide qualitative survey highlighted three themes impacting on…

Educators' perceptions of their teaching competence contribute to feelings of wellbeing and teaching effectiveness, which in turn impacts the quality of student learning. In the context of emergency remote online teaching brought about by the COVID-19 pandemic, introductory workshops on educating using Zoom videoconferencing software were…

Generalised moves to online and more flexible delivery modes of teaching have challenged the perceptions and expectations of university educators worldwide. Congruence around educator role expectations, held by both the educator and their students, therefore is central to educator wellbeing, and by default, student success in a changing university…

This article discusses findings from a recent survey (n = 297) of teachers' views of both their own and their students' experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers' views regarding teaching and…

A key role of universities is the credentialing of student learning by awarding degrees and diplomas. This requires universities to have confidence in the integrity of their assessment processes and in turn, external stakeholders to have the same confidence. This study investigates the following research question: 'Has COVID-19 had an impact on…

This paper investigates the insights that we, as parent-educators gained from our children's learning experiences throughout the COVID-19 pandemic and how this impacted our approaches to learning and teaching. All authors are teacher education academics working at a regional Australian university. The rapid and extensive changes in our personal…

Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming…