Abstract
"Covid-19 has had a significant impact on teaching and learning, forcing transition of a traditional classroom to an online one and enabling educational thought on how all parties can effectively engage in teaching and learning online. Maintaining student and teacher confidence to engage in learning and learning relationships during this unique period, has reflected challenges and opportunities. Online learning during this time has been critical to ensure access, continuity, and student achievement. It has, therefore, become a necessity for teachers to have knowledge of effective online delivery practices, such as the ability to weave pedagogy and technology, to have successful outcomes for students and ensure continuity of learning. The necessity and implementation of online learning over this period has prompted a new understanding of learning relationships, and, most significantly, engagement, across a range of diverse learners. The accelerated uptake of online learning has required reconceptualising wellbeing and belonging within online learning relationships, which has a considerable impact on Māori and Pasifika learners. This article examines both past and current literature on effective online pedagogy for teachers, with a focus on the tertiary education sector. It determines that there are new opportunities to engage in research that investigates impacts and opportunities in the online learning space specific to Aotearoa New Zealand. This article seeks to develop new understandings and discusses implications of teaching and learning online for a diversity of takeholders: teachers, learners, and individual educational institutions."
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