Europe

Non-linear course design means that emotive and uncomfortable content can be paused or skipped and returned to another time, says Gemma Ahearne

Mohammed Rehman explains what steps universities should take to educate staff and students about cybersecurity and how to protect themselves when teaching and learning online

Universities wasted a lot of time developing individual online transition resources last year. Let’s not make the same mistake again, says Donna Murray

Maurice Kinsella and John Wyatt explain how to keep a level of consistency throughout course modules that helps students achieve the desired learning outcomes

The critical thinking ideal is too individualistic and self-focused − students must learn to help others think well, too, says T. Ryan Byerly

Caroline Harvey and Frances Maratos explain how to embed compassionate communication into higher education when teaching online

We certainly don’t want to turn away thousands of enthusiastic STEM students due to a lack of capacity, says Steve Davies

Nataša Lacković talks through an image-based concept inquiry cycle she has developed to use visual media as a learning tool online

Time saved by lecturers on marking assignments could indeed be used to enrich teaching, but unfortunately many silver linings have a cloud, says Harin Sellahewa

The neglect of social sciences, humanities and arts is at the heart of why the shift to sustainability has been slow − and why it may eventually fail, say Eric Neumayer and Charles Joly