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10.1007/s42438-020-00155-y http://scihub22266oqcxt.onion/10.1007/s42438-020-00155-y C7339092!7339092!C7339092     free     free     free Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 251.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 251.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       ä-/-ä 2020 ; 2 (3): 923-45 Nephropedia Template TP {{tp|p=C7339092|t=2020. Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity |pdf=|usr=}}{{C7339092}} gab.com Text Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity JO: ä-/-ä http://www.kidney.de/pget.php?&tw=1&pmid=C7339092 #FOAvip The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era. Twit Text FOAVip Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity ????ä-/-ä http://www.kidney.de/pget.php?&tw=1&pmid=C7339092 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=C7339092 #FOAvip English Wikipedia <ref>{{Cite pmid|C7339092}}</ref> Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity #MMPMIDC7339092 Rapanta C; Botturi L; Goodyear P; Guàrdia L; Koole M ä-/-ä 2020[]; 2 (3): 923-45 PMIDC7339092show ga The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era. äOnline University Teaching During and After the Covid-19 Crisis: Refoc(epmc).pdf DeepDyve Pubget Overpricing