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Abstract

The recent global pandemic caused severe disruption to teaching and led to a major shift to an online learning environment worldwide, with school closures that began in early 2020. This research captured the challenging period of COVID-19, while schools across the globe were experiencing a major shift to remote and hybrid models of teaching and learning. Rapid developments in the learning environment were driven by the quest to adopt new ways of learning and augment classroom practices by including new technologies and methods. Participants in this study were 80 International Baccalaureate (IB) Diploma Programme teachers and coordinators, whose views on the transitioning experiences caused by the shift to online learning were explored. The outcomes of this research offer an understanding of key issues concerning the implementation of digital technology and its relation to several aspects of pedagogy, assessment and learning environments in IB Diploma Programme schools. The findings from this research are likely to be of interest to IB Diploma schools, teachers, leaders, students and the IB organisation in offering insight on the implications of digital technologies for shaping learning environments in the future.

Keywords

International Baccalaureate Diploma Programme online teaching and learning schools and COVID -19 digital technology pedagogy and assessments

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The impact of digital technology on teaching and learning during COVID-19: Transitioning experiences of International Baccalaureate Diploma Programme Teachers and Coordinators

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