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Measuring the Impact of COVID-19 on the Health and Wellbeing of Computer Science Practitioners

Tom Crick Orcid Logo, Cathryn Knight Orcid Logo, Richard Watermeyer

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2

Swansea University Authors: Tom Crick Orcid Logo, Cathryn Knight Orcid Logo

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DOI (Published version): 10.1145/3478432.3499129

Abstract

From March 2020, the COVID-19 pandemic imposed "emergency remote teaching" across education globally, leading to the closure of institutions across all settings. The resulting shift to online learning, teaching and assessment (LT&A) has placed significant challenges on practitioners, e...

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Published in: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2
ISBN: 9781450390712
Published: New York, NY, USA ACM 2022
URI: https://cronfa.swan.ac.uk/Record/cronfa58557
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first_indexed 2021-11-07T20:47:43Z
last_indexed 2022-04-09T03:23:23Z
id cronfa58557
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spelling 2022-04-08T12:59:20.9580382 v2 58557 2021-11-07 Measuring the Impact of COVID-19 on the Health and Wellbeing of Computer Science Practitioners 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false e43d033fc7f2ccc9317c49df10b9b7bb 0000-0002-7574-3090 Cathryn Knight Cathryn Knight true false 2021-11-07 EDUC From March 2020, the COVID-19 pandemic imposed "emergency remote teaching" across education globally, leading to the closure of institutions across all settings. The resulting shift to online learning, teaching and assessment (LT&A) has placed significant challenges on practitioners, especially their mental health and wellbeing. Building on previous work, this poster presents preliminary results drawn from international computer science practitioners (n=779), extracted from a wider sample of university academics (N=2,628). We highlight widespread disciplinary concerns relating to transitioning to remote online working; deprioritisation of research; and wider impact on marginalised communities within computer science. These results offer valuable insight into the emerging impact of COVID-19 on computer science practitioners, especially as we start to move towards a new post-COVID (ab)normal. Conference Paper/Proceeding/Abstract Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 ACM New York, NY, USA 9781450390712 3 3 2022 2022-03-03 10.1145/3478432.3499129 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University Not Required 2022-04-08T12:59:20.9580382 2021-11-07T20:44:09.5599608 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Tom Crick 0000-0001-5196-9389 1 Cathryn Knight 0000-0002-7574-3090 2 Richard Watermeyer 3
title Measuring the Impact of COVID-19 on the Health and Wellbeing of Computer Science Practitioners
spellingShingle Measuring the Impact of COVID-19 on the Health and Wellbeing of Computer Science Practitioners
Tom Crick
Cathryn Knight
title_short Measuring the Impact of COVID-19 on the Health and Wellbeing of Computer Science Practitioners
title_full Measuring the Impact of COVID-19 on the Health and Wellbeing of Computer Science Practitioners
title_fullStr Measuring the Impact of COVID-19 on the Health and Wellbeing of Computer Science Practitioners
title_full_unstemmed Measuring the Impact of COVID-19 on the Health and Wellbeing of Computer Science Practitioners
title_sort Measuring the Impact of COVID-19 on the Health and Wellbeing of Computer Science Practitioners
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
e43d033fc7f2ccc9317c49df10b9b7bb
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
e43d033fc7f2ccc9317c49df10b9b7bb_***_Cathryn Knight
author Tom Crick
Cathryn Knight
author2 Tom Crick
Cathryn Knight
Richard Watermeyer
format Conference Paper/Proceeding/Abstract
container_title Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2
publishDate 2022
institution Swansea University
isbn 9781450390712
doi_str_mv 10.1145/3478432.3499129
publisher ACM
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description From March 2020, the COVID-19 pandemic imposed "emergency remote teaching" across education globally, leading to the closure of institutions across all settings. The resulting shift to online learning, teaching and assessment (LT&A) has placed significant challenges on practitioners, especially their mental health and wellbeing. Building on previous work, this poster presents preliminary results drawn from international computer science practitioners (n=779), extracted from a wider sample of university academics (N=2,628). We highlight widespread disciplinary concerns relating to transitioning to remote online working; deprioritisation of research; and wider impact on marginalised communities within computer science. These results offer valuable insight into the emerging impact of COVID-19 on computer science practitioners, especially as we start to move towards a new post-COVID (ab)normal.
published_date 2022-03-03T04:15:10Z
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score 11.013148

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