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Radically reconfigured or just broken? How emergency online teaching has altered staff conceptions of learning and teaching

Drumm, Louise; Zike, Jennifer

Authors

Jennifer Zike



Abstract

The pace of this so-called 'pivot' meant that careful online curriculum design and evidence-based approaches were often lost in the urgency to replicate face-to-face teaching. What are the longer term implications of so much of education operating within a theory- or evidence-free zone? Academic developers, learning technologists and academics with experience in digital education practices and research were faced with the impossible challenge of facilitating conceptual changes in teaching practices, normally a slow process, almost instantaneously. But has the emergency response of higher education educators radically reconfigured their understanding of learning and teaching? Drawing on multiple data sets across a single institution with themes of equity, leadership, wellbeing and nostalgia, this paper will present the preliminary findings of a large research project and investigate the longer-terms implications for how teaching and learning can move beyond ‘emergency’ teaching to slower, more theoretically-engaged and caring practices.

Citation

Drumm, L., & Zike, J. (2021, December). Radically reconfigured or just broken? How emergency online teaching has altered staff conceptions of learning and teaching. Paper presented at Society for Research in Higher Education’s Annual Conference, Online

Presentation Conference Type Conference Paper (unpublished)
Conference Name Society for Research in Higher Education’s Annual Conference
Start Date Dec 6, 2021
End Date Dec 10, 2021
Deposit Date Jun 21, 2022
Public URL http://researchrepository.napier.ac.uk/Output/2880020