Teaching marketing communication practice-based learning online during and post COVID-19 lockdown

Since the 2020 COVID-19 pandemic disrupted the teaching and learning environment, teachers are increasingly adopting online pedagogy. Even though online pedagogy has been advancing and uncovering students' experience and engagement patterns, little study has been made on studying online pedagogy in the Marketing Communication (MarComm) discipline. This study attempts to contribute to the literature by examining the critical pedagogical and heutagogical factors associated with teaching practice-based learning online during a crisis and online pedagogical experiences of MarComm students at the University of Canberra. The study adopted both co-operative inquiry of seven educational technologists, academics and students and online written semi-structured interviews of 23 MarComm students at the University of Canberra. The thematic analysis identifies two pedagogical and heutagogical factors vital for educating during a crisis. They are responsiveness and critical reflection. Data further demonstrate that effective use of technology supported online pedagogy, while students with low IT skills are less enthralled with online pedagogy. Our study demonstrates the need for technology access, human critical reflection and planning in understanding the unrelenting evolution of contemporary pedagogy and heutagogy. In this instance, we recommend hyflex pedagogies in MarComm programmes.