Abstract:The term as below Emergency Remote Teaching (ERT) has been adopted worldwide. In practice, approaches to ERT have been contextual with diverse lecturer and student experiences owing to complex assemblages of sociomaterial practices. Approaches to ERT as mobile learning by necessity are understudied. The ‘pivot' to ERT was particularly challenging for those in resource-constrained environments. Lecturers not only had to redesign face-to-face courses for ERT but were designing for mobile learning based on their … Show more
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