Feature article

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

Our faculty has devised truly innovative methods to replace the in-person lab experience, says Maria Klawe

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

It’s crucial to shake things up to stop online delivery from homogenising even the most disparate teaching styles, says Constanza Pacher

Narayan Pant describes how he adapted his leadership course to online and uncovered opportunities for intimate group learning, deep reflection and flexibility that can serve learners long after the pandemic

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