Teaching, Learning, and Assessment during Covid-19: Reflections from the frontline of higher education
dc.contributor.author | Kelly, Mary | |
dc.contributor.author | Lynam, Aoife, M. | |
dc.date.accessioned | 2022-10-14T09:20:20Z | |
dc.date.available | 2022-10-14T09:20:20Z | |
dc.date.issued | 2020 | |
dc.identifier.isbn | 978-0-9956987-4-1 | |
dc.identifier.uri | http://hdl.handle.net/20.500.13012/137 | |
dc.description.abstract | This 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.iso | en | en_US |
dc.publisher | Education Matters | en_US |
dc.relation.url | https://irelandseducationyearbook.ie/downloads/IEYB2020/YB2020-Higher-Education-7.pdf | en_US |
dc.subject | Covid-19 | en_US |
dc.subject | Teaching | en_US |
dc.subject | learning | en_US |
dc.subject | Assessment | en_US |
dc.subject | Hibernia College | en_US |
dc.subject | online teaching | en_US |
dc.subject | Teacher educators | en_US |
dc.title | Teaching, Learning, and Assessment during Covid-19: Reflections from the frontline of higher education | en_US |
dc.type | Article | en_US |
dc.source.booktitle | Ireland's Education Yearbook 2020 | en_US |
dc.source.beginpage | 260 | en_US |
dc.source.endpage | 264 | en_US |
html.description.abstract | This 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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