Vol. 15 No. 26 (2022): Pedagogy and online teaching

Editor: Mikkel Godsk, godsk@au.dk, CED, Aarhus University
Editor: Roland Hachmann, rhac@ucsyd.dk, University College South Denmark
Editor: Christian Dalsgaard, cdalsgaard@edu.au.dk, Danish School of Education, Aarhus University
In LOM #26, we focus on pedagogy and online teaching to explore how best to plan, carry out and evaluate online teaching. How is pedagogically grounded online teaching developed? How is the appropriate use of digital platforms and technologies secured where the full potential of the online format is realised?
Teaching during the Corona pandemic has given rise to rethink existing teaching formats, and new practices for online teaching have been established. In contrast to the teaching that focused on solving an acute need for distance teaching (often referred to as “Emergency Remote Teaching”), it is now (or should be) time for an actual transformation of teaching that takes the technological and pedagogical/didactical frameworks of the online format into account.
LOM #26 invites articles that present considerations on the online format and the pedagogic application of digital platforms and technologies, including design and development processes that can contribute to making visible the choices that must be made when planning online teaching. We are interested in articles that rethink, among other things, the pace of teaching, the teacher-student ration, pedagogy, roles, synchronicity and forms of assessment and feedback in relation to the online format.