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Following the rapid shift to online learning due to COVID-19, this paper aims to compare the relative efficacy of face-to-face and online university teaching methods.

A scoping review was conducted to examine the learning outcomes within and between online and face-to-face (F2F) university teaching programmes.

Although previous research has supported a “no significant difference” position, the review of 91 comparative studies during 2000–2020 identified 37 (41%) which found online teaching was associated with better learning outcomes, 17 (18%) which favoured F2F and 37 (41%) reporting no significant difference. Purpose-developed online content which supports “student-led” enquiry and cognitive challenge were cited as factors supporting better learning outcomes.

This study adopts a pre-defined methodology in reviewing literature which ensures rigour in identifying relevant studies. The large sample of studies (n = 91) supported the comparison of discrete learning modes although high variability in key concepts and outcome variables made it difficult to directly compare some studies. A lack of methodological rigour was observed in some studies.

As a result of COVID-19, online university teaching has become the “new normal” but also re-focussed questions regarding its efficacy. The weight of evidence from this review is that online learning is at least as effective and often better than, F2F modalities in supporting learning outcomes, albeit these differences are often modest. The findings raise questions about the presumed benefits of F2F learning and complicate the case for a return to physical classrooms during the pandemic and beyond.

This chapter explores the ethical complexities of researching location-aware social discovery Smartphone applications (apps) and how they mediate contemporary experiences of travel. We highlight the context-specific approach required to carrying out research on Tinder, a location-aware app that enables people to connect with others in close proximity to them. By journeying through the early stages of our research project, we demonstrate how ethical considerations and dilemmas began long before our project became a project. We discuss the pulls toward data extraction/mining of user-generated content (i.e., Tinder user profiles) within digital social research and the ethical challenges of using this data for research purposes. We focus particularly on issues of informed consent, privacy, and copyright, and the differences between manual and automated data mining/extraction techniques. Excerpts from our university ethics application are included to demonstrate how our research sits uneasily within standardized ethical protocols. Our moves away from a ‘big data’ approach to more ‘traditional’ and participatory methodologies are located within questions of epistemology and ontology including our commitment to practicing a feminist research ethic. Our chapter concludes with the lessons learned in the aim to push forward with research in challenging online spaces and with new data sources.