Gerhard Kristandl
In the UK, the last two years since March 2020 marked nothing less than a rollercoaster ride in higher education. A series of lockdowns due to Covid-19 necessitated an initially rushed move of learning and teaching to online. A plethora of new digital learning technologies entered the professional lives of many educators that they had hitherto not been exposed to. From VLEs (virtual learning environments) to video conferencing software packages, a steep and continued acquisition of digital skills, both pedagogical and technological, triggered an accelerated cultural shift (Vigo, 2019) towards the adoption of digital technologies by many educational institutions – a shift that had started long before the pandemic hit.
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