This article presents and discusses some of the paradoxes that teachers in the higher education sector encountered during the COVID-19 lockdowns. It takes a fresh look at data from a previous study involving 3,000 teachers and 20,000 students as the empirical background in the form of both quantitative and qualitative material. Based on a paradoxical-theoretical perspective, the article looks at teachers who had to teach online - some of them for the first time. The article finds that the lockdowns led to didactic situations in an online format that was paradoxically different from both familiar on-site and online teaching.
Translated title of the contributionParadokser i nødundervisning
Original languageEnglish
JournalJournal for Educators, Teachers and Trainers
Issue number1
Pages (from-to)193-202
Number of pages10
Publication statusPublished - Feb 2022


  • COVID-19
  • emergency remote teaching
  • higher education
  • learning design
  • paradoxes


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