Ten simple rules for supporting a temporary online pivot in higher education

Emily Nordmann*, Chiara Horlin, Jacqui Hutchison, Jo-Anne Murray, Louise Robson, Michael Seery, Jill MacKay

*Corresponding author for this work

Research output: Contribution to journalArticle

47 Citations (Scopus)
3 Downloads (Pure)


As continued COVID-19 disruption looks likely across the world, perhaps until 2021, contin- gency plans are evolving in case of further disruption in the 2020–2021 academic year. This includes delivering face-to-face programs fully online for at least part of the upcoming aca- demic year for new and continuing cohorts. This temporary pivot will necessitate distance teaching and learning across almost every conceivable pedagogy, from fundamental degrees to professionally accredited ones. Each institution, program, and course will have its own myriad of individualized needs; however, there is a common question that unites us all: how do we provide teaching and assessment to students in a manner that is accessible, fair, equitable, and provides the best learning whilst acknowledging the temporary nature of the pivot? No “one size fits all” solution exists, and many of the choices that need to be made will be far from simple; however, this paper provides a starting point and basic princi- ples to facilitate discussions taking place around the globe by balancing what we know from the pedagogy of online learning with the practicalities imposed by this crisis and any future crises.
Original languageEnglish
Article numbere1008242
Number of pages18
JournalPLoS Computational Biology
Issue number10
Publication statusPublished - 1 Oct 2020

Bibliographical note

Funding: This work was not funded.


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