The outbreak and international spread of Covid-19 has been associated with swift changes to how teaching and learning is conducted across the globe. The word ‘pivot’ is often used to highlight both the rapidity of the changes and the extent to which it seems that long-entrenched educational practices are being supplanted. Yet, while the pandemic has reinforced the importance of technology enhanced learning to wide audiences, and foregrounded the roles of learning technologists within educational institutions to an unprecedented degree, at present the scholarly understanding of the attendant educational changes, as represented in the research literature on Technology Enhanced Learning, is nascent at best. This special issue, therefore, aims to examine educational change in the wake of the Covid-19 pandemic, providing a range of papers that take a critical stance and highlight the importance of context.

The special issue is being edited by Brett Bligh and Kyungmee Lee, Department of Educational Research, Lancaster University, Lancaster, United Kingdom.

The issue is currently in progress. As papers from this issue are gradually released, they will be listed below. These papers have in press status (sometimes called online-ahead-of-print). They have been accepted after peer review and can be cited using their DOI number, but they do not yet have citable page numbers.