Rapid shifts from face-to-face to digital delivery during the pandemic forced teachers to sacrifice appropriate designs to meet deadlines¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When teachers had to quickly switch from face-to-face to digital delivery, appropriate designs were sacrificed to meet difficult deadlines. → Camille Dickson-Deane 2021

Evidence¶

Camille Dickson-Deane 2021¶

Camille Dickson-Deane. (2021). Influencing the design outcome. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-09943-0

q2 · i? · review · r2

The editorial's framing of the pandemic context: teachers modified pedagogical designs to reduce risk of harm, and in the author's words "the appropriate designs had to be sacrificed to meet deadlines" that were difficult to achieve. No empirical data are reported here.

"For many, switching from one mode of delivery (i.e., face to face) to a digital format meant that the appropriate designs had to be sacrificed to meet deadlines. Deadlines which were, in most cases difficult to achieve."

Discussion¶

Related Claims¶

• Schools that had previously invested in technology and professional development for digital learning responded more quickly to the shift to online teaching during COVID-19 closures — related
• Maintaining access to TPD materials and community was highly valued by faculty in a pandemic-redesigned program — related
• High math-anxious participants sacrifice accuracy for speed as problems become more difficult, interpreted as an avoidance-like effort to finish quickly — related