Scrutinising the Digital Pedagogies of Teachers With Contrasting Views of Students’ Remote Learning Experiences During the COVID-19 Pandemic

This article discusses a survey of Australian teachers ( n = 297) that elicited their views of teaching and learning during the COVID-19 emergency remote schooling periods. The research identifies differences in teachers’ views of their students’ learning experiences and finds that the groups with the greatest contrast in such views reported using distinctly different digital pedagogies. Participants with extremely negative views of their students’ learning experiences ( n = 78) highlighted more presentational, content-delivery pedagogical approaches. These teachers tended to be less confident with digital technologies and emphasised their own technical skills development. Participants with relatively positive views of their students’ remote learning experiences ( n = 68) adopted more interactive and collaborative approaches that supported student autonomy. These teachers were more familiar and confident with digital technologies. This study is one of few investigating possible links between pedagogical practices and teachers’ perceptions of their students’ remote learning experiences. Implications for practice and future research directions are provided.