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‘THE E-LEARNING QUAGMIRE OF COVID-19: AN ACADEMIC PERSPECTIVE

Desireé Cranfield Orcid Logo, Isabella Venter, Andrea Tick, Renette Blignaut, Karen Renaud

INTED2023 Proceedings, Pages: 4716 - 4725

Swansea University Author: Desireé Cranfield Orcid Logo

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DOI (Published version): 10.21125/inted.2023.1233

Abstract

Reflecting on the impact of COVID-19 on teaching and learning, this study investigates the possibleshifts from short-term reactive educational delivery approaches to a more strategic, innovative, andsustainable approach to teaching and learning. This study aimed to understand the evolution ofpercept...

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Published in: INTED2023 Proceedings
ISBN: 978-84-09-49026-4
ISSN: 2340-1079
Published: IATED 2023
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URI: https://cronfa.swan.ac.uk/Record/cronfa63286
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first_indexed 2023-05-01T06:29:33Z
last_indexed 2023-05-01T06:29:33Z
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spelling v2 63286 2023-05-01 ‘THE E-LEARNING QUAGMIRE OF COVID-19: AN ACADEMIC PERSPECTIVE 3f8fe4194470d374d18e4738089a6ab1 0000-0002-3082-687X Desireé Cranfield Desireé Cranfield true false 2023-05-01 BBU Reflecting on the impact of COVID-19 on teaching and learning, this study investigates the possibleshifts from short-term reactive educational delivery approaches to a more strategic, innovative, andsustainable approach to teaching and learning. This study aimed to understand the evolution ofperceptions and experiences of academics during, and after, the pandemic and uses ‘themes’ as a lensto examine: (1) Initial reactions, (2) workload, (3) wellbeing and isolation. A qualitative researchmethodology, thematic analysis, using NVIVO Software to analyse the data collected from a diverserange of 31 academic staff members from three universities—in Hungary, South Africa, and Wales.Here, we report on the outcomes. The results suggest that the initial reactions of academic staff varied depending on their prior exposure to eLearning technology, their home environment, their familyobligations, and whether they were new to teaching or not. Some were more adept at developing coping strategies. The perception was that online education considerably increased workload during thepandemic. However, it also provided opportunities for innovation, change and new approaches toteaching. Several factors affected the sense of isolation, which had an impact on their relationships and collaborative opportunities. The paper also reports on lessons learnt during this period, which can inform future practice. Conference Paper/Proceeding/Abstract INTED2023 Proceedings 4716 4725 IATED 978-84-09-49026-4 2340-1079 Higher educational delivery, evolution of education, remote working, academic staff, higher education, interviews, pandemic, COVID-19. 1 3 2023 2023-03-01 10.21125/inted.2023.1233 http://dx.doi.org/10.21125/inted.2023.1233 COLLEGE NANME Business COLLEGE CODE BBU Swansea University Not Required 2023-06-13T13:33:05.9227957 2023-05-01T07:17:51.2624993 Faculty of Humanities and Social Sciences School of Management - Business Management Desireé Cranfield 0000-0002-3082-687X 1 Isabella Venter 2 Andrea Tick 3 Renette Blignaut 4 Karen Renaud 5
title ‘THE E-LEARNING QUAGMIRE OF COVID-19: AN ACADEMIC PERSPECTIVE
spellingShingle ‘THE E-LEARNING QUAGMIRE OF COVID-19: AN ACADEMIC PERSPECTIVE
Desireé Cranfield
title_short ‘THE E-LEARNING QUAGMIRE OF COVID-19: AN ACADEMIC PERSPECTIVE
title_full ‘THE E-LEARNING QUAGMIRE OF COVID-19: AN ACADEMIC PERSPECTIVE
title_fullStr ‘THE E-LEARNING QUAGMIRE OF COVID-19: AN ACADEMIC PERSPECTIVE
title_full_unstemmed ‘THE E-LEARNING QUAGMIRE OF COVID-19: AN ACADEMIC PERSPECTIVE
title_sort ‘THE E-LEARNING QUAGMIRE OF COVID-19: AN ACADEMIC PERSPECTIVE
author_id_str_mv 3f8fe4194470d374d18e4738089a6ab1
author_id_fullname_str_mv 3f8fe4194470d374d18e4738089a6ab1_***_Desireé Cranfield
author Desireé Cranfield
author2 Desireé Cranfield
Isabella Venter
Andrea Tick
Renette Blignaut
Karen Renaud
format Conference Paper/Proceeding/Abstract
container_title INTED2023 Proceedings
container_start_page 4716
publishDate 2023
institution Swansea University
isbn 978-84-09-49026-4
issn 2340-1079
doi_str_mv 10.21125/inted.2023.1233
publisher IATED
college_str Faculty of Humanities and Social Sciences
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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 Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
url http://dx.doi.org/10.21125/inted.2023.1233
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description Reflecting on the impact of COVID-19 on teaching and learning, this study investigates the possibleshifts from short-term reactive educational delivery approaches to a more strategic, innovative, andsustainable approach to teaching and learning. This study aimed to understand the evolution ofperceptions and experiences of academics during, and after, the pandemic and uses ‘themes’ as a lensto examine: (1) Initial reactions, (2) workload, (3) wellbeing and isolation. A qualitative researchmethodology, thematic analysis, using NVIVO Software to analyse the data collected from a diverserange of 31 academic staff members from three universities—in Hungary, South Africa, and Wales.Here, we report on the outcomes. The results suggest that the initial reactions of academic staff varied depending on their prior exposure to eLearning technology, their home environment, their familyobligations, and whether they were new to teaching or not. Some were more adept at developing coping strategies. The perception was that online education considerably increased workload during thepandemic. However, it also provided opportunities for innovation, change and new approaches toteaching. Several factors affected the sense of isolation, which had an impact on their relationships and collaborative opportunities. The paper also reports on lessons learnt during this period, which can inform future practice.
published_date 2023-03-01T13:33:04Z
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score 11.037603

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