List of questions asked in survey.

The COVID-19 pandemic required higher education institutions to rapidly transition to Emergency Remote Instruction (ERI) with little preparation. Discussions are now underway globally to learn the lessons of COVID-19 and to use this knowledge to shape the future of learning science in higher education. In this study, we examined the experiences of instructors and students to ERI in three universities across three continents–America, Europe, and Australia. We measured the instructional strategies used by instructors including assessment types, and interaction opportunities during and outside class schedules. We also measured the learning challenges experienced by students including planning, distractions, technology, learning resources, their views on educational quality and what characterized quality interactions during ERI. Our findings suggest that most instructional strategies used by instructors changed little during ERI, although the nature of instructor and student interactions during class relied more heavily on technology. Students reported significant learning challenges which included distractions from their physical and social media environments and access to technology. Both instructors and students reported that interactions with each other and their peers were concerningly low, albeit similar to pre COVID-19 pandemic levels. There were differences in the perceptions of instructors and students on whether instructor-student interactions were better or worse online. Common among all universities, there was a large proportion of students reporting mental health and work-related stress. Lessons to be learned from the COVID-19 pandemic include ensuring more support for instructors to implement effective and equitable pedagogies and an increased recognition of the importance of practicals, and the social, interactive and hands-on aspects of learning science in higher education. We predict that the incorporation of active learning pedagogies and strategies which increase student engagement and foster a sense of belonging will be ongoing global challenges for learning science in a post COVID-19 campus.

新型冠状病毒肺炎（COVID-19）大流行迫使高等教育机构在准备不足的情况下，快速转向应急远程教学（Emergency Remote Instruction, ERI）。目前全球范围内正开展相关研讨，旨在汲取新冠疫情的经验教训，并以此为基础塑造高等教育领域学习科学的未来发展路径。本研究考察了美洲、欧洲、澳洲三大洲的三所高校中，师生在应急远程教学中的实践体验，对教师采用的教学策略进行了测评，涵盖考核形式、课内与课外的互动机会等维度；同时也测评了学生面临的各类学习挑战，包括学习规划、分心因素、技术适配问题、学习资源获取情况，以及学生对教学质量的评价与应急远程教学中优质互动的特征等。研究结果显示，应急远程教学期间教师采用的多数教学策略并未发生显著变化，但课堂内的师生互动对技术的依赖程度显著提升。学生反馈其面临的学习挑战较为突出，包括来自现实生活环境与社交媒体的分心干扰，以及技术设备获取障碍等。师生均表示，彼此间以及与同伴的互动程度令人担忧地偏低，尽管这一水平与新冠疫情前大致相当。师生对于线上师生互动效果的优劣存在认知分歧。三所高校均存在共性：有相当比例的学生报告存在心理健康问题以及与学业相关的压力。从新冠疫情中可汲取的经验教训包括：应为教师提供更多支持，以落实高效且公平的教学法；同时需进一步强化对高等教育学习科学中实践环节、社交互动与实操体验重要性的认知。我们预测，在新冠疫情后的校园场景中，融入可提升学生参与度并培养归属感的主动学习教学法与相关策略，将是全球学习科学领域面临的长期挑战。