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The advent of new technology is breaking the boundaries of traditional teaching and learning patterns with virtual worlds (VW) creating new frontiers in education. Previous research has explored the use of VW within educational settings. However, limited studies have investigated the transition processes that educators experience by adopting VW based online tools during the COVID-19 pandemic. This qualitative exploratory study investigated 18 Chilean lecturers' teaching experiences using a three-dimensional computer-mediated environment: Second Life. Findings suggest that changing from traditional to virtual teaching context is a complex process, which (re)shaped the lecturers' various senses of identity and agency towards different instructional approaches resulting in the sense of in-betweenness with multiple digital competencies. These changes indicated that they taught in an 'in-between' mode mapped by different teaching mediations. The participants' teaching experiences of shaping a sense of in-betweenness could provide a unique theoretical lens to explore instructors' teaching experiences from traditional to a technology-mediated online setting.

Tom (pseudonym) was an international undergraduate student with a rare visual disability, known as cone dystrophy. His appearance was that of a normal person but variations in light greatly influenced his vision. During his first two years at a university in Australia, Tom had particular difficulty making sense of assessment and feedback. His perceptions, struggles and strategies are presented here as a narrative, primarily in his own words. Tom's interactions with academics were strong contributors to his mostly negative perceptions about assessment and feedback. Key influencers were his cultural background, his approach to feedback, and his own expectations of the role feedback should play. An analysis of four in-depth interviews and a written response of this student's attitudes, needs and issues demonstrate how academics, university stakeholders and experts in assessment and feedback can develop a raised awareness of, and sensitivity to, specialised ways of assisting international students with disabilities. A greater exploration and unpacking of these students' individual needs and difficulties is suggested in the process of understanding feedback and assessment in a new academic context.

Scholars and practitioners argue that information and communication technology (ICT) provides flexibility of time and place and softens boundaries between students' learning lives. The fluid movement between formal and informal learning contexts afforded by digital technology has prompted a re-definition of higher education learning environments to harness its potential. Further, technology can cater to diverse learners and promote lifelong learning in ways that the traditional didactic settings characteristic of tertiary contexts cannot. Scholars and practitioners have labelled this new teaching and learning landscape as smart pedagogy. This article engages with this scholarship by analysing a specific Australian case study in which ICT reforms have been deliberately implemented to adhere to smart pedagogies. Using collective biographies as a methodological tool, this inquiry provides insights into sensemaking experiences of a group of university academics whilst implementing ICT reforms anchored on Smart Pedagogy.

Feedback is an essential aspect of enhancing learning. Most studies have used traditional research methods to capture students' perceptions of effective feedback. Little attention has been paid to what emotions are triggered by feedback and when these emotions are elicited. This paper explored feedback using an electronic log (e-log) to capture multiple feedback events experienced by international students. These events were then explored in a semi-structured interview. An account of the development and implementation of the e-log is included in this paper. Using an interpretivist approach, we analysed students' emotional responses to feedback. The role of emotions in feedback and learning is studied from a socio-cultural perspective. Findings revealed students had a range of complex and dynamic emotional responses to feedback. Three case studies are presented to further explore this complexity. Students' emotions were associated with the self, information on feedback messages, or lack of familiarity with feedback practices. Emotions triggered by feedback influenced students' practices and construction of their new identity in the new academic environment.