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