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dc.contributor.authorCaldera, Savindi
dc.contributor.authorDesha, Cheryl
dc.contributor.authorDawes, Les
dc.date.accessioned2021-11-18T07:53:04Z
dc.date.available2021-11-18T07:53:04Z
dc.date.issued2021
dc.identifier.issn2205-4952
dc.identifier.doi10.1080/22054952.2021.2001128
dc.identifier.urihttp://hdl.handle.net/10072/410198
dc.description.abstractHigher Education Institutions around the world are all facing the challenge of delivering coursework online. Following a decade of evolving online education options, in 2020 ‘Emergency Remote Teaching’ emerged as an accelerated intervention to enable the rapid implementation of wholly online coursework delivery during the COVID-19 crisis. There is ongoing uncertainty about how to ensure quality offerings in such online learning environments, to meet national and international program accreditation requirements. The authors undertook an exploratory study of engineering educator experiences with online curriculum delivery during the COVID-19 crisis. The Cynefin framework was used to conceptualise a structured narrative for considering the institutional context likely to be present in a given crisis, to then provide a pathway for educators to consider curriculum delivery options where the pedagogical tools must be changed but the underlying desired competency development remain unchanged. Semi-structured interviews with educators were conducted to help appreciate the spectrum of challenges faced in one university. Synthesising the findings, we present a summary of ERT concerns and opportunities to support educators in rapid curriculum renewal during times of crisis. We conclude the significant opportunity to replicate this study’s exploration with a larger sample size, to manage online curriculum renewal going forward.
dc.description.peerreviewedYes
dc.languageen
dc.publisherInforma UK Limited
dc.relation.ispartofjournalAustralasian Journal of Engineering Education
dc.subject.fieldofresearchHigher education
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode390303
dc.subject.fieldofresearchcode3904
dc.titleApplying Cynefin framework to explore the experiences of engineering educators undertaking ‘emergency remote teaching’ during the COVID-19 pandemic
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationCaldera, S; Desha, C; Dawes, L, Applying Cynefin framework to explore the experiences of engineering educators undertaking ‘emergency remote teaching’ during the COVID-19 pandemic, Australasian Journal of Engineering Education
dc.date.updated2021-11-15T21:36:43Z
dc.description.versionAccepted Manuscript (AM)
gro.description.notepublicThis publication has been entered as an advanced online version in Griffith Research Online.
gro.rights.copyrightThis is an Author's Accepted Manuscript of an article published in the Australasian Journal of Engineering Education, 11 Nov 2021, copyright Engineers Australia, published by Taylor & Francis, available online at: https://doi.org/10.1080/22054952.2021.2001128
gro.hasfulltextFull Text
gro.griffith.authorDesha, Cheryl J.
gro.griffith.authorCaldera, Savindi T.


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