Published date: Aug 09 2024

Journal Title: KnE Social Sciences

Issue title: 6th Social and Humaniora Research Symposium (6th SoRes): Community & Youth Development

Pages: 169–176

DOI: 10.18502/kss.v9i22.16695

Gillian Hubbardgillian.hubbard@vuw.ac.nzVictoria University of Wellington New Zealand

Margaret GleesonVictoria University of Wellington New Zealand

New Zealand had a relatively low death toll from Covid-19 because of stringent measures against it but this did not mean New Zealand escaped economic and social disruption at this time. The well-being of people was a key priority of adjustments in education in this period and the success of adjustments to delivery and assessment was dependent on the efforts and good-will of the people involved. Academic standards were largely maintained but the most disadvantaged groups were most affected by lack of resources and other forms of support. The drawbacks in emergency remote teaching that emerged in the period serve as a reminder of the value of sound underpinning principles for online teaching. In 2023, the unsatisfactory mixed model of both online and face-to-face delivery underlines the role and importance of teacher presence in relation to social presence and cognitive presence in teaching and learning.

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