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Postdigital Science and Education is a peer-reviewed journal published by Springer Nature, covering Digital Education and Society, Misinformation and Its Impacts, Neuroethics, Human Enhancement, Biomedical Innovations.
| Publisher | Springer Nature |
|---|---|
| Reference style | Superscript numbered (Nature) Superscript — small raised numerals in the text 1. Smith, A., Jones, B. & Lee, C. A representative article title. Postdigital Science and Education 12, 45–58 (2023).
Formats any DOI in Postdigital Science and Education style. No sign-up. |
| Publishes research in | Digital Education and Society Misinformation and Its Impacts Neuroethics, Human Enhancement, Biomedical Innovations Digital Media and Philosophy Higher Education Practises and Engagement |
| ISSN | 2524-485X |
| Citation impact (2-yr) | 5.35 |
| h-index | 54 |
| i10-index | 272 |
| Total citations | 15,734 |
| Article processing charge | $2,890 |
| Top institutions publishing here | University of Applied Health Sciences |
| Journal website | www.springer.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating…
The Covid-19 pandemic and the social distancing that followed have affected all walks of society, also education. In order to keep education running, educational institutions have had to quickly adapt to the situation. This has resulted in an unprecedented push to online learning. Many, including commercial digital learning platform providers, have rushed to provide their…
Abstract The Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the…
Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a…
