Purpose

The purpose of this paper is to reflect teaching and learning practices, to highlight an educator’s new roles in the transformation when teaching online during the COVID-19 lockdown.

Design/methodology/approach

The paper takes a transformative reflection approach, based on competencies and activity system analysis to connect theory and practical experience in managing the students, the teaching delivery and the assessments.

Findings

The transition to online teaching and assessments requires various considerations of the curriculum and instructional approaches and necessitates the transformation of the role of the subject-matter expert to that of designer and co-learner. Empathy and understanding of students’ conditions enable this role transformation.

Practical implications

The paper highlights the importance of preparedness among faculty members and universities in dealing with uncertainties and the willingness to expand traditional roles and to upgrade the required skills, knowledge and attitudes to engender sustainable teaching and learning practices in response to future disruptions.

Originality/value

The paper reflects on the experience of a faculty who had adopted blended learning prior to the lockdown and how the teaching practice and roles transformed when fully transitioning to online delivery during the lockdown in New Zealand.

中文翻译：

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管理学生和教师的期望以及 COVID-19 锁定期间的意外情况：角色转换

目的

本文的目的是反映教学实践，突出教育工作者在 COVID-19 锁定期间在线教学时在转型中的新角色。

设计/方法/方法

本文采用变革性的反思方法，基于能力和活动系统分析，将理论和实践经验联系起来，管理学生、教学交付和评估。

发现

向在线教学和评估的过渡需要对课程和教学方法进行各种考虑，并且需要将主题专家的角色转变为设计者和共同学习者的角色。对学生状况的同理心和理解使这种角色转变成为可能。

实际影响

该论文强调了教师和大学在应对不确定性方面做好准备的重要性，以及扩大传统角色和提升所需技能、知识和态度以产生可持续的教学实践以应对未来中断的意愿。

原创性/价值

该论文反映了在封锁之前采用混合式学习的教师的经验，以及在新西兰封锁期间完全过渡到在线交付时教学实践和角色如何转变。