Reconceptualising digital pedagogy during the COVID-19 pandemic: A qualitative inquiry into distance teaching in China

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.

KEYWORDS:

• Digital pedagogy
• higher education
• covid-19
• china
• cyber safety

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This research received a grant from North Minzu University (2021KYQD42, 2021JY017).

Notes on contributors

Jie Zhang

Jie Zhang is an associate professor at North Minzu University, China. Her research area is using mobile technologies to teach English as a second language.

Sunze Yu

Yu Sunze is a PhD candidate in the University of Adelaide Business School. His research area is using technologies to enhance education.