Sustainable Interactive Remote Teaching and Online Learning: A Reflexivity Case Study

Abstract

Abstract A key concern in creating accessible and sustainable tertiary education is the practicalities of remote teaching and online learning in an unequal society. The complexities of remote teaching challenged us to reflect on our professional practices to enhance students’ experiences and to better understand our actions in the use of digital learning platforms. This article is conceptual and exploratory and shares the experiences of two lecturers. A reflective practice approach was adopted, and our experiences with Microsoft Teams as a pedagogical tool are presented and analysed. Additional references were collected from reliable sources to situate this paper in relevant contemporary research and triangulate data sources. We found that Microsoft Teams as an education enabler afforded lecturer-to-student engagement, student-to-student collaboration, and student-to-content interaction. This article contributes to the literature on virtual conferencing tools, such as Microsoft Teams, and how it can be used as a learning management system and a pedagogical tool.