In addition, teachers have been offered hundreds of вЂtips and tricksвЂ™, mostly without the contextualizing knowledge needed to judge which teaching tactic is likely to work where. Much of this advice focuses on tools and materials that teachers can use to replace their face-to-face classes. The Covid-19 crisis has brought forth a plethora of advice aimed at teachers (Bates 2020). 2018), some of the main difficulties reported by university teachers with respect to web-based courses arise from the complexity of the instructional situation and shortcomings in planning and organisation. The present article focuses on the pedagogical preparedness of university teachers with no or little experience in online teaching. More significantly, it includes the pedagogical foundations and knowledge of principles needed to design for, and facilitate, meaningful online learning experiences. respectively, using platforms and tools and organizing workflows). Such PCK includes technical and administrative aspects of teaching online (e.g. On top of that, a significant challenge for university teachers has been their lack of the pedagogical content knowledge (PCK) (Shulman 1987) needed for teaching online (Angeli and Valanides 2005 Kali, Goodyear and Markauskaite 2011 Ching, Hsu and Baldwin 2018). Teaching staff of all backgrounds and ages have had to prepare and deliver their classes from home, with all the practical and technical challenges this entails, and often without proper technical support (Hodges et al. The urgent imperative to вЂmove onlineвЂ™, caused by the recent Covid-19 pandemic (World Health Organization, n.d.), has added to the stresses and workloads experienced by university faculty and staff who were already struggling to balance teaching, research and service obligations, not to mention the work-life balance (Houston, Meyer and Paewai 2006 Houlden and Veletsianos 2020). We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. those who have little experience with online learning) to navigate in these challenging times. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e.

Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. The Covid-19 pandemic has raised significant challenges for the higher education community worldwide.

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