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dc.contributor.authorKelly, Mary
dc.contributor.authorLynam, Aoife, M.
dc.date.accessioned2022-10-14T09:20:20Z
dc.date.available2022-10-14T09:20:20Z
dc.date.issued2020
dc.identifier.isbn978-0-9956987-4-1
dc.identifier.urihttp://hdl.handle.net/20.500.13012/137
dc.description.abstractThis article explores how Hibernia College, as a higher education institution, adapted to full-time online teaching, learning, and assessment during Covid-19. It reflects on changing pedagogies and the formation of are imagined identity for teacher educators.
dc.language.isoenen_US
dc.publisherEducation Mattersen_US
dc.relation.urlhttps://irelandseducationyearbook.ie/downloads/IEYB2020/YB2020-Higher-Education-7.pdfen_US
dc.subjectCovid-19en_US
dc.subjectTeachingen_US
dc.subjectlearningen_US
dc.subjectAssessmenten_US
dc.subjectHibernia Collegeen_US
dc.subjectonline teachingen_US
dc.subjectTeacher educatorsen_US
dc.titleTeaching, Learning, and Assessment during Covid-19: Reflections from the frontline of higher educationen_US
dc.typeArticleen_US
dc.source.booktitleIreland's Education Yearbook 2020en_US
dc.source.beginpage260en_US
dc.source.endpage264en_US
html.description.abstractThis article explores how Hibernia College, as a higher education institution, adapted to full-time online teaching, learning, and assessment during Covid-19. It reflects on changing pedagogies and the formation of are imagined identity for teacher educators.en_US


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