Using social connection to drive engagement in emergency remote teaching and learning

The COVID-19 pandemic has forced universities worldwide to deliver emergency remote online teaching and learning. This study analyses practices at a globally ranked Australian university. These were adopted develop connection with students in the absence of face-to-face Complex adaptive system theory is applied, mixed research method examine evolution classroom understand behaviour as process self-organisation. We find that social underlying mechanism by which evolved meet learning outcomes within environment. In response initial transition institutional pressures, educators attempted replicate their work environment, creating surrogate connectedness. Our findings not only extend literature on continuing impact higher education but also highlight need for pedagogy drive change importance