ReviewInternational journal of educational technology in higher education2022
The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review.
Review in International journal of educational technology in higher education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Teacher resilience and adaptation in digital teaching contexts: a systematic review of research trends, psychological constructs, and evidence gaps.Frontiers in psychology · 2026Pooled it
- A comparison of staff perceptions of lecture capture before and after the COVID-19 pandemic.Emerging topics in life sciences · 2026Article
- Comparing Face-to-Face, Blended and Online Teaching Approaches for Practical Skill Acquisition: A Randomised Controlled Trial.Medical science educator · 2024Article
- Work & life stress experienced by professional workers during the pandemic: a gender-based analysis.BMC public health · 2024Article
- Surviving the shift: College student satisfaction with emergency online learning during COVID-19 pandemic.World journal of psychiatry · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This paper presents a systematic review of scholarly efforts that uniquely emerged at the onset of the COVID-19 pandemic and focused primarily on higher education teachers' perspectives on technology use and on associated changes in the relationship between teachers and students amidst the transition to emergency remote teaching worldwide. Our narrative synthesis of 32 studies, the majority of which come from lower-and middle-income countries/regions, suggests that numerous factors interact to shape academics' technology use in emergency remote teaching across higher education contexts. We report strong findings of teachers' resilience and resourcefulness in their self-exploration of various technologies and teaching strategies in response to the continued severity of the pandemic. Ultimately, this review suggests directions for further research on engaging educational leaders and faculty in reimagining teaching as not only a core academic function of higher education, but also, and importantly, a humanising experience shaped by an ethics of care.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.