Purpose

Students, faculty staff and universities thrive and reach their full potential through planning and a sense of community. In a few short weeks, COVID-19 unravelled months of planning, separated the university community and shifted tertiary education to remote learning. This created a triangulated expectations–performance gap as to what could be reasonably implemented to support student learning, support educators and provide a continued sense of community. The purpose of this paper is to consider how educators could implement strategies to close the expectations gap created by COVID-19 remote learning.

Design/methodology/approach

The authors consider the expectations gap through pre-COVID-19 pedagogical strategies and teaching methods, then outline how we modified them into COVID-19 teaching approaches and designs.

Findings

The authors found that although expectations differ between university administration, students and faculty staff, there are a number of paths educators can take to close the expectations gap, facilitate interaction and engagement while gently encouraging self-driven student learning in a difficult time.

Originality/value

The practical exemplars identify steps educators can take as support mechanisms for student learners to embrace and take control of their own education in the remote learning environment and convey the importance of maintaining a sense of belonging. This creates an improved teaching environment for educators and an enhanced learning environment for students.

中文翻译：

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注意差距：COVID-19期间的远程学习的现实

目的

学生，教职员工和大学蓬勃发展，并通过计划和社区意识发挥其全部潜能。在短短的几周内，COVID-19取消了数月的计划，将大学社区分隔开来，并将高等教育转向了远程学习。这就造成了期望与绩效之间的三角鸿沟，而后者在合理范围内可以合理实施以支持学生学习，支持教育者并提供持续的社区意识。本文的目的是考虑教育者如何实施策略以弥合由COVID-19远程学习造成的期望差距。

设计/方法/方法

作者考虑了COVID-19之前的教学策略和教学方法中的期望差距，然后概述了我们如何将其修改为COVID-19的教学方法和设计。

发现

作者发现，尽管大学行政管理，学生和教职员工之间的期望有所不同，但教育工作者可以采取多种途径来缩小期望差距，促进互动和参与，同时在困难时期轻轻地鼓励学生自主学习。

创意/价值

实际范例确定了教育者可以采取的步骤，作为支持学生学习者在远程学习环境中接受和控制自己的教育的支持机制，并传达保持归属感的重要性。这为教育者创造了改善的教学环境，为学生创造了增强的学习环境。