In the year 2020, the Covid-19 pandemic turned both private and public life upside down. Teaching and learning at higher education institutions worldwide had to move online on very short notice. This Special Issue focuses on the academic practice of online teaching and learning in higher education in the current time of crisis. Online teaching and learning has been a prominent research topic for the last three decades, but online study programs at universities are still scarce. In this synthesis article, our considerations about online teaching and learning in higher education are positioned in the broad framework of communities of practice (CoPs). We establish a relationship between CoP-concepts and the integrative framework for learning activities involving technology in higher education (the C♭ model), as proposed by Sailer and colleagues in this Special Issue. We continue with some initial thoughts on online teaching and learning in higher education in general, and emergency online teaching and learning more specifically. After an overview of the international research compiled in this Special Issue, we derive a number of general insights on online teaching and learning in higher education, emphasizing, for instance, scaffolding of regulation processes or communication platforms as potential artifacts of an online teaching and learning CoP.

2020 年，Covid-19 大流行使私人和公共生活发生了翻天覆地的变化。世界各地高等教育机构的教学和学习必须在很短的时间内转移到网上。本期特刊重点关注当前危机时期高等教育在线教学的学术实践。过去三十年来，在线教学一直是一个重要的研究课题，但大学的在线学习项目仍然很少。在这篇综合文章中，我们对高等教育在线教学和学习的考虑被置于实践社区（CoP）的广泛框架中。正如 Sailer 及其同事在本期特刊中提出的那样，我们在 CoP 概念与涉及高等教育技术的学习活动的综合框架（C♭ 模型）之间建立了关系。我们继续对高等教育中的在线教学和更具体的紧急在线教学进行一些初步思考。在概述了本期特刊中汇编的国际研究之后，我们得出了一些关于高等教育在线教学的一般见解，例如，强调监管流程或交流平台的支架作为在线教学的潜在工件缔约方会议。