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Digital pedagogy was used as a contingency plan to achieve teaching and learning during the COVID-19 pandemic. This study aimed to observe digital pedagogy in lecturers’ online teaching practices and instructional supervisors’ evaluations of teaching outcomes. A sample of 32 lecturers and instructional supervisors from three Chinese universities participated in the in-depth interviews. The thematic analysis approach of grounded theory was used in data analysis. The results show that pedagogical dimensions were extended. Besides technology, innovative pedagogy, and learning environments, this study added two constructs: sustained support and cyber safety. Collaboration is required at different levels;meanwhile, cyber safety is highlighted to ensure healthy digital learning environments. [ABSTRACT FROM AUTHOR] Copyright of Innovations in Education & Teaching International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 pandemic has swept the world like a tornado, caught unprepared of the Chinese higher education system to adapt to widespread unexpected disruption. It forced university students transfer to mobile learning during epidemic disease period, but students' learning efficiency had become a concern for teachers who were used to face-to-face pedagogy. This study applied mixed methods. Qualitative phase interviewed 12 freshmen with e-mail, then constructed a model by thematic analysis that ultimately affects mobile learning efficiency. Quantitative phase survived 367 freshmen by questionnaire and test previous model. The result of path analysis in quantitative phase indicated that individual factors and technological factors positively affect mobile learning acceptance, mobile learning acceptance positively affect mobile learning efficiency. The contributions of this study have strong implications for universities whom conducting mobile learning in other regions, that were still in the midst of the epidemic.

This paper focuses on the use of mobile technology to assist teaching and learning in distance education. It aims to investigate teaching behaviour in mobile pedagogy and examine the impact of technology on current education. A case study was conducted through semi-structured interviews with a cohort of 30 Chinese lecturers who taught English through online tutoring. Thematic analysis was used to analyse the interview data and the assessment was based on teacher perceptions of mobile pedagogy. The impact of technology on the current educational environment is discussed through an analysis of mobile pedagogy and teacher perceptions. The findings show that mobile pedagogy is highly regional in practice and nature and features in-country software applications and social communication tools. Despite the attributes of connectivity and flexibility, mobile pedagogy only disrupted traditional teaching methods, leading to minimal changes to the education system. This study provides recommendations for the sustainable development of mobile pedagogy for future education systems in the digital age.