Studying digital metamorphosis in university pedagogy: A systematic review

Abstract

Metamorphosis signifies a profound and progressive transformation in response to a changing environment. Transitioning to online learning enabled the continuity of education offerings during the recent pandemic, while disrupting university teaching. In that context, the aim of this paper is to understand digital metamorphosis in university pedagogy. We performed a systematic literature review which was driven by two seminal theoretical frameworks: Signature Pedagogies and Transformative learning. The selection criteria entailed peer-reviewed empirical journal articles published in educational technology journals with high impact factor articles published between 2020 and 2023 in English focusing on the intersection of emergency remote teaching and higher education.

We analysed 23 articles by asking ‘what’, ‘how’ and ‘why’ questions applied to university teaching using the Signature Pedagogies framework. Furthermore, we analysed the answers to the ‘why’s’ by using the Transformative learning framework targeting the teachers’ viewpoint. Our findings indicate that the digital metamorphosis comprises three constituent elements: (1) introspect our values, beliefs and expectations as educators in relation to the use of learning technologies, (2) re-conceptualise faculty preparedness and competence to teach online and (3) understand digital transformation as opportunity for transformative learning for university teachers. The findings have both theoretical and practical implications that go beyond the pandemic context targeting a better ‘new normal’ in the post-pandemic era.