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Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for...
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Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (30 November 2022) | Viewed by 51186

Printed Edition Available!
A printed edition of this Special Issue is available here.

Special Issue Editors

Prof. Dr. Elena Makarova

E-Mail Website
Guest Editor
Institute for Educational Sciences, University of Basel, 4132 Muttenz, Switzerland
Interests: acculturation and cultural identity; school adjustment of immigrant and minority youth; school dropout; values in school education; gender disparities in a school context; career choice and career education; digital tools in education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Kerstin Göbel

E-Mail Website
Guest Editor
Faculty of Education Sciences, University Duisburg-Essen, 45141 Essen, Germany
Interests: intercultural and interlingual teaching/learning processes; development of intercultural expertise in schools and in teaching; reflective competences in teacher education; migration and school engagement; digital teaching in education

Special Issue Information

Dear Colleagues,

In spring 2020, the COVID-19 virus and subsequent lockdown demanded that university institutions across the globe undertake an emergency migration to online teaching. To secure the continuation of university teaching, Emergency Remote Teaching (Bozkurt and Ramesh, 2020)—prompt rethinking and adjustment among university teachers—had to be managed. On the one hand, this abrupt change is associated with a certain digital and pedagogical potential for change due to the necessary adaptation efforts. On the other hand, it also poses an extraordinary organisational and pedagogical challenge. From an empirical perspective, it is therefore crucial to ask how university teachers and universities are tackling the coronavirus situation against the backdrop of the goal to maintain high-quality teaching. Furthermore, the adjustment and well-being of students in the context of hybrid and distance learning situations must remain in focus.

The aim of this Special Issue is to provide unique insights into organisational, pedagogical, and psychological challenges related to digital transition in Higher Education institutions in different countries resulting from university lockdowns during the COVID-19 pandemic. It also discusses digital and pedagogical potentials evolving through the adaptation efforts related to the situation of Emergency Remote Teaching at universities.

Both Guest Editors contributed equally to the release of this special issue.

We look forward to receiving your contributions.

Prof. Dr. Elena Makarova
Prof. Dr. Kerstin Göbel
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • COVID-19 lockdown
  • emergency remote teaching
  • higher education
  • teachers
  • students

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Published Papers (14 papers)

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Editorial

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4 pages, 199 KiB  
Editorial
Introduction to the Special Issue “Emergency Remote Teaching during the COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective”
by Kerstin Göbel and Elena Makarova
Educ. Sci. 2023, 13(6), 551; https://doi.org/10.3390/educsci13060551 - 26 May 2023
Cited by 1 | Viewed by 1153
Abstract
In spring 2020, the proliferation of the COVID-19 virus and the imposition of subsequent lockdowns across the globe demanded that university institutions undertake an emergency transition toward online teaching [...] Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)

Research

Jump to: Editorial, Other

22 pages, 2701 KiB  
Article
Student Acceptance of E-Learning during the COVID-19 Outbreak at Engineering Universities in Spain
by Pedro Garrido-Gutiérrez, Teresa Sánchez-Chaparro and María Jesús Sánchez-Naranjo
Educ. Sci. 2023, 13(1), 77; https://doi.org/10.3390/educsci13010077 - 10 Jan 2023
Cited by 10 | Viewed by 2477
Abstract
This article analyses students’ intention to use a particular e-learning technology (MS Teams) at university during the COVID-19 outbreak in Spain using the Unified Theory of Acceptance and Use of Technology (UTAUT). The model was refined through a qualitative analysis based on six [...] Read more.
This article analyses students’ intention to use a particular e-learning technology (MS Teams) at university during the COVID-19 outbreak in Spain using the Unified Theory of Acceptance and Use of Technology (UTAUT). The model was refined through a qualitative analysis based on six focus group discussions with students from different engineering faculties in Madrid, Spain. A survey involving 346 undergraduate students was subsequently fed into the model. Structural Equation Modelling (SEM) and SMART PLS software were applied for data analysis. The results shed light on theoretical and practical implications. The model was validated by the data and displayed a high predictive ability. Social influence was found to have the greatest influence over students’ acceptance, followed by the professor’s role in shaping the perception of improvement. Facilitating conditions were found to be the least relevant factor, probably due to the particular context in which this study was conducted. A significant difference was found between the public and private institutions in terms of the importance of the perceived usefulness for the professor (this factor was more important for students’ acceptance at the public university). In order to improve its acceptance and use under the current scenario, it is thus important for universities wishing to introduce e-learning to focus on creating a positive social environment around the e-learning platform, for example, by using social networks or relying on testimonies by professionals who could confirm the interest of such a platform in a future work environment. Understanding professors’ perspective on the implementation of the platform is also of paramount importance. More research is also needed regarding context-related differences when analysing students’ acceptance of e-learning. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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22 pages, 1027 KiB  
Article
Self-Efficacy in Online Teaching during the Immediate Transition from Conventional to Online Teaching in German and Argentinian Universities—The Relevance of Institutional Support and Individual Characteristics
by Kerstin Göbel, Katharina Neuber, Carina Lion and Uriel Cukierman
Educ. Sci. 2023, 13(1), 76; https://doi.org/10.3390/educsci13010076 - 10 Jan 2023
Cited by 7 | Viewed by 2973
Abstract
Triggered by the spread of the Coronavirus and the lockdown of universities in spring 2020, universities were required to provide infrastructure for digital teaching within a very short time. Further, all university members needed to develop knowledge and skills for teaching online. This [...] Read more.
Triggered by the spread of the Coronavirus and the lockdown of universities in spring 2020, universities were required to provide infrastructure for digital teaching within a very short time. Further, all university members needed to develop knowledge and skills for teaching online. This paper presents data from the cross-cultural CRTS-Study (Coronavirus-Related Teaching Situation Study), which compares the experiences, attitudes and needs of university teachers in Germany and Argentina during the first lockdown in the context of the Coronavirus pandemic. The study has been carried out in spring 2020 as a cross-sectional online survey study with university teachers in Germany and Argentina (N = 728). The overall picture reveals a mostly successful implementation of online teaching for university teachers in both countries, with Argentinian university teachers reporting a slightly more positive perspective and slightly higher self-efficacy beliefs in online teaching when compared with the German colleagues. The results of regression analysis hint at the relevance of prior personal experience and institutional support for self-efficacy beliefs in online teaching for both samples. In conclusion, individual experience and training as well as supportive institutional conditions seem to be relevant for the development of digital teaching at universities in both countries. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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12 pages, 2576 KiB  
Article
Face-to-Face or Online Learning in Applied Statistics in Health Sciences? Failed Experiment or Opportunity after COVID-19?
by Irene García-Camacha Gutiérrez, Sergio Pozuelo-Campos, Aurora García-Camacha Gutiérrez and Alfonso Jiménez-Alcázar
Educ. Sci. 2022, 12(12), 922; https://doi.org/10.3390/educsci12120922 - 14 Dec 2022
Cited by 2 | Viewed by 2311
Abstract
The rapid spread of the COVID-19 worldwide led to the migration of the traditional education system based on the face-to-face classroom into an improvised online system, among many other preventive measures. Thus, all teaching methods had to be adapted to this new modality. [...] Read more.
The rapid spread of the COVID-19 worldwide led to the migration of the traditional education system based on the face-to-face classroom into an improvised online system, among many other preventive measures. Thus, all teaching methods had to be adapted to this new modality. This work is aimed at studying the viability of the online teaching of the subject of Applied Statistics in Health Sciences in higher education based on the teaching experience lived during COVID-19. In addition to this, possible technological difficulties and COVID-19-derived problems were investigated. A retrospective observational cross-sectional study was performed to analyze the students’ satisfaction according to the teaching methodologies in both face-to-face and online modalities. An exploratory and inferential analysis revealed that online teaching is feasible for the subject under study, although face-to-face learning still continues to significantly revert in favor of the quality of teaching. Therefore, further research is required to develop new online teaching methods given the feasibility of the proposal found in this research. Most of the students reported not having technological learning difficulties, whether related to their connectivity or technological resources, which did not have a significative impact on their teaching perception. Despite the psychological sequalae of COVID-19, this did not affect the students’ teaching satisfaction. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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19 pages, 321 KiB  
Article
Teaching and Learning in Higher Education in Bangladesh during the COVID-19 Pandemic: Learning from the Challenges
by M. Mahruf C. Shohel, Goutam Roy, Md. Ashrafuzzaman and Rasel Babu
Educ. Sci. 2022, 12(12), 857; https://doi.org/10.3390/educsci12120857 - 24 Nov 2022
Cited by 13 | Viewed by 4778
Abstract
The higher education sector globally has gone through a transition because of the coronavirus outbreak, and as a result, many traditional higher education institutions across the globe have been forced to go online to provide education and arrange assessments so that their students [...] Read more.
The higher education sector globally has gone through a transition because of the coronavirus outbreak, and as a result, many traditional higher education institutions across the globe have been forced to go online to provide education and arrange assessments so that their students could continue their education and complete their courses. Unlike developed countries, at the beginning of the lockdown, most of the higher education institutions in Bangladesh shut down their operations, and a few universities started moving toward online distance teaching and learning activities. Based on an empirical study, this article discusses the challenges of teaching and learning in higher education in Bangladesh during the COVID-19 lockdown. It also identifies good practices to overcome those challenges. An online survey was conducted to collect data from university teachers throughout the country. Findings from this study show that it was a great challenge for most universities to adopt online teaching and learning models at the beginning of the pandemic. Many factors, such as preparedness, limited resources including financial means, low digital literacy, internet connectivity and suitable physical and virtual infrastructure affected this transition. However, the findings also show that the COVID-19 pandemic created new opportunities for educators and practitioners to explore various professional development activities by trying out different digital pedagogies through practice and reflection. This article also highlights the immediate effect and long-term impact on teaching and learning regarding preparedness for future approaches to education in emergencies. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
19 pages, 618 KiB  
Article
Unintended Pedagogical Consequences of Emergency Remote Teaching at a Rural-Based University in South Africa
by Siyabonga Theophillus Pika and Sarasvathie Reddy
Educ. Sci. 2022, 12(11), 830; https://doi.org/10.3390/educsci12110830 - 17 Nov 2022
Cited by 1 | Viewed by 2354
Abstract
In this empirical article, we argue that while emergency remote teaching (ERT) may have achieved its goal of saving the academic years during the COVID-19 pandemic, it also constructed unintended pedagogical consequences that were possibly overlooked at the time of advocating for it. [...] Read more.
In this empirical article, we argue that while emergency remote teaching (ERT) may have achieved its goal of saving the academic years during the COVID-19 pandemic, it also constructed unintended pedagogical consequences that were possibly overlooked at the time of advocating for it. We also contend that students and lecturers from rural-based universities (RBUs) in South Africa experienced different unintended pedagogical consequences compared to their counterparts who belong to urban-based universities (UBUs). Thus, the research question that the article raises is as follows: What were the unintended pedagogical consequences that students and lecturers based at RBUs experienced during the transition to ERT? Drawing on students’ and lecturers’ lived experiences of ERT, this article foregrounds unintended pedagogical consequences that arose at one RBU in South Africa during the transition from face-to-face teaching to ERT. Underpinned by the tenets of critical realism philosophy, as well as student integration theory, in-depth interviews with three lecturers and six students were conducted. The findings of the study indicate that home conditions, individual characteristics, pre-COVID-19 blended learning experiences, university training and support, teaching, learning, assessment practices, and policies altogether contributed to the construction of unintended pedagogical consequences of ERT presented in this article. These consequences include (1) the exclusion of low-income students from active teaching and learning, (2) equipping middle-class students with better chances of success than working-class students, (3) distressing female students and lecturers more than their male counterparts, and (4) unproductive assessment practices. This study may be beneficial to academics and policymakers from similar contexts in their plight to continue with remote teaching and assessment (RTA) after the pandemic. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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16 pages, 764 KiB  
Article
Experienced, Enthusiastic and Cautious: Pedagogy Profiles in Emergency and Post-Emergency
by Marcelo Dorfsman and Gabriel Horenczyk
Educ. Sci. 2022, 12(11), 756; https://doi.org/10.3390/educsci12110756 - 27 Oct 2022
Cited by 1 | Viewed by 1677
Abstract
Background: The COVID-19 pandemic has generated one of the most significant global disruptions to education systems in generations. Purpose: This study aims to examine the link between the profiles of teachers identified over the course of the period of Emergency Remote [...] Read more.
Background: The COVID-19 pandemic has generated one of the most significant global disruptions to education systems in generations. Purpose: This study aims to examine the link between the profiles of teachers identified over the course of the period of Emergency Remote Teaching (ERT) as “experienced”, “enthusiastic”, or “cautious”, and their willingness to incorporate new pedagogical practices that adapt to the new virtual teaching environments. Methodology: This is a qualitative study in which a thematic–discursive analysis of in-depth interviews with university teachers is conducted in real time. Conclusions: The study found significant differences between the teachers as categorized in terms of responses and practices. These differences are expressed in three main spheres: the capacity of perception (insight), the available repertoire of practices, and the teaching gaze. The Teacher Profiles model in ERT has been updated accordingly. Implications: The adjusted Technology Acceptance model along with the recommendations derived from this study may contribute to the training and professional development of university teachers in the field of digital literacy. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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16 pages, 1185 KiB  
Article
Factors Constraining Teachers’ Wellbeing and Agency in a Finnish University: Lessons from the COVID-19 Pandemic
by Tiina Mäkelä, Pieta Sikström, Päivikki Jääskelä, Salme Korkala, Jimi Kotkajuuri, Saara Kaski and Peppi Taalas
Educ. Sci. 2022, 12(10), 722; https://doi.org/10.3390/educsci12100722 - 19 Oct 2022
Cited by 11 | Viewed by 3083
Abstract
The COVID-19 pandemic forced teachers to undergo a sudden shift toward technology-enhanced teaching and learning, challenging their capacities for change in many ways. This study explores those factors constraining teachers’ wellbeing and agency that influenced their capacities as teachers in a Finnish university [...] Read more.
The COVID-19 pandemic forced teachers to undergo a sudden shift toward technology-enhanced teaching and learning, challenging their capacities for change in many ways. This study explores those factors constraining teachers’ wellbeing and agency that influenced their capacities as teachers in a Finnish university during the first year of the pandemic. Two sets of data were collected, with an online survey in the spring (n = 297) and autumn (n = 246) of 2020. At both times, challenges with workload, time management, and interactions with colleagues were found to be the most constraining factors. Difficulties with work–life balance and home office facilities seemed more of an issue in the spring, whereas transforming teaching and adopting new technological tools were reported as more burdensome in the autumn. The findings show the need for teachers to be heard and holistically supported, particularly when extensive changes in teaching arrangements are expected on a rapid schedule. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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30 pages, 1338 KiB  
Article
Emergency Remote Education and Its Impact on Higher Education: A Temporary or Permanent Shift in Instruction?
by Cathrine Linnes, Giulio Ronzoni, Jerome Agrusa and Joseph Lema
Educ. Sci. 2022, 12(10), 721; https://doi.org/10.3390/educsci12100721 - 19 Oct 2022
Cited by 13 | Viewed by 4800
Abstract
The COVID-19 pandemic has led to problems and upheaval throughout the higher-education sector, with university campuses ceasing face-to-face instruction and with assessments shifting to an online model for a few years. As a result, the pandemic prompted educators to teach online, utilizing online [...] Read more.
The COVID-19 pandemic has led to problems and upheaval throughout the higher-education sector, with university campuses ceasing face-to-face instruction and with assessments shifting to an online model for a few years. As a result, the pandemic prompted educators to teach online, utilizing online lectures, narrated power points, audio snippets, podcasts, instant messaging, and interactive videos, whereas traditional universities had primarily relied on in-person courses. Evaluations, which included assignments and multiple-choice questions, were conducted online, forcing lecturers to reconsider how deliverables were set up to prevent students from having easy access to the answers in a textbook or online. Learning from college students’ experiences throughout this time period will assist higher-education stakeholders (administration, faculty, and students) in adapting future online course delivery selections for higher education. In this study, we investigated the experiences of students learning from a distance, as well as aspects of their learning. We provide recommendations for higher education. The COVID-19 pandemic has clearly resulted in the largest distance-learning experiment in history. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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17 pages, 1631 KiB  
Article
Teachers’ Perceptions of Remote Learning during the Pandemic: A Case Study
by Susana Silva, Joana Fernandes, Paula Peres, Vanda Lima and Candida Silva
Educ. Sci. 2022, 12(10), 698; https://doi.org/10.3390/educsci12100698 - 12 Oct 2022
Cited by 15 | Viewed by 3588
Abstract
The closure of higher education institutions (HEIs) due to the outbreak of the COVID-19 pandemic led to visible changes in pedagogical practices. With the lockdown, there was ambiguity and disagreement about the workload of teachers and students, and about what to teach and [...] Read more.
The closure of higher education institutions (HEIs) due to the outbreak of the COVID-19 pandemic led to visible changes in pedagogical practices. With the lockdown, there was ambiguity and disagreement about the workload of teachers and students, and about what to teach and what strategies to select. For most instructors, the first challenge was to recreate the face-to-face experience. Worldwide, most universities have speedily adopted synchronous and asynchronous communication modes. Google Classroom, Microsoft Teams, Cisco, Webex, Zoom, and Moodle were among the most used tools. The present study is based upon a quantitative approach, and it intends to analyse teachers’ perceptions of remote teaching during the first pandemic period. Data were collected through an online questionnaire during June and July 2020. The questionnaire had 27 questions divided into three main sections: sociodemographic characterization, e-Learning strategies, and remote assessment. The study population was teachers of a Portuguese HEI. A random sample was used with 547 participants. The main conclusions show that the less experienced teachers are, the more satisfied they feel with remote classes and remote assessment. On the other hand, the most experienced teachers used more tools during the remote teaching period and developed more strategies to perform remote assessment. Regarding the overall assessment of the emergency remote teaching, the participants consider that it was a positive period, and they were moderately satisfied with remote classes and the strategies and tools used during this period. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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16 pages, 1898 KiB  
Article
Factors Affecting Undergraduate Medical Science Students’ Motivation to Study during the COVID-19 Pandemic
by Thomas Mayers, Bryan J. Mathis, C. Kiong Ho, Kazuya Morikawa, Naoki Maki and Koji Hisatake
Educ. Sci. 2022, 12(9), 628; https://doi.org/10.3390/educsci12090628 - 16 Sep 2022
Cited by 12 | Viewed by 3995
Abstract
In the current study, we investigated the motivational status and underlying factors of the motivational changes among Japanese medical science students brought by the COVID-19 pandemic. Two groups of second-year undergraduate medical science students (training to become medical technologists and/or medical science researchers) [...] Read more.
In the current study, we investigated the motivational status and underlying factors of the motivational changes among Japanese medical science students brought by the COVID-19 pandemic. Two groups of second-year undergraduate medical science students (training to become medical technologists and/or medical science researchers) participated in this study in the summers of 2020 and 2021 by writing essays describing how the pandemic had affected their motivation to study. A content analysis of the motivation status and underlying factors (both motivating and demotivating factors) was conducted before statistical analysis was used to investigate possible differences between the sexes and the two groups. In total, 73 essays were included in the analysis. The students had increased motivation to study in both groups (89% and 62%, respectively); however, in Group 2021, 19% of the students (all women) had decreased motivation. Among the underlying reasons behind the increased motivation, students showed a desire to help/save others, contribute to the development of medical science, increase knowledge, and disseminate correct information. The demotivating factors were largely linked to online learning and the negative emotions associated with lockdown. Our findings suggest that, for Japanese medical science students, the COVID-19 pandemic has been an overall motivating experience for our students. However, the prolonged pandemic and lockdown measures could attenuate this and be particularly disruptive for women. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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19 pages, 1202 KiB  
Article
A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support
by Tomas Kaqinari, Elena Makarova, Jacques Audran, Anna K. Döring, Kerstin Göbel and Dominique Kern
Educ. Sci. 2022, 12(9), 607; https://doi.org/10.3390/educsci12090607 - 6 Sep 2022
Cited by 13 | Viewed by 3349
Abstract
The switch to emergency remote teaching (ERT) due to the first COVID-19 lockdown demanded a lot from university lecturers yet did not pose the same challenge to all of them. This study sought to explain differences among lecturers (n = 796) from [...] Read more.
The switch to emergency remote teaching (ERT) due to the first COVID-19 lockdown demanded a lot from university lecturers yet did not pose the same challenge to all of them. This study sought to explain differences among lecturers (n = 796) from universities in France, Germany, Switzerland, and the UK in their use of educational technology for teaching, institutional support, and personal factors. Guided by the Social Cognitive Theory (SCT), lecturers’ behavior (educational technology use), environment (institutional support), and personal factors (ERT self-efficacy, continuance intentions, and demographics) were examined. Latent class analysis was employed to identify different types of lecturers in view of educational technology use, while multinomial regression and Wald chi-square test were used to distinguish classes. The largest latent class were Presenters (45.6%), who focused on content delivery, followed by Strivers (22.1%), who strived for social interaction, Routineers (19.6%), who were ready for online teaching, and Evaders (12.7%), who evaded using technology for educational purposes. Both personal factors and perceived institutional support explained class membership significantly. Accordingly, Evaders were older, less experienced, and rarely perceived institutional support as useful. Routineers, the Evaders’ counterparts, felt most self-efficient in ERT and held the highest continuance intentions for educational technology use. This research suggests that universities engage lecturers in evidence-based professional development that seeks shared visions of digital transformation, networks and communities, and design-based research. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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16 pages, 281 KiB  
Article
Three Stressed Systems: Health Sciences Faculty Members Navigating Academia, Healthcare, and Family Life during the Pandemic
by Keshrie Naidoo, Sarah Kaplan, Callie Jordan Roberts and Laura Plummer
Educ. Sci. 2022, 12(7), 483; https://doi.org/10.3390/educsci12070483 - 12 Jul 2022
Cited by 4 | Viewed by 2293
Abstract
The purpose of this study was to explore the impact of the COVID-19 pandemic on the academic productivity of health sciences faculty members in one graduate school in the United States. Thirty-two faculty members completed an electronic survey comparing academic productivity in the [...] Read more.
The purpose of this study was to explore the impact of the COVID-19 pandemic on the academic productivity of health sciences faculty members in one graduate school in the United States. Thirty-two faculty members completed an electronic survey comparing academic productivity in the year prior to the pandemic to a year during the pandemic. In total, 90.7% of respondents agreed or strongly agreed that time dedicated to teaching increased, and 81.2% agreed or strongly agreed that they prioritized teaching over research during the pandemic. Participants presented an average of 2.72 peer-reviewed papers at an academic conference the year before and 1.47 during the pandemic, with females more adversely affected than males. Journal submissions with survey participants as the first or last authors decreased during the pandemic. Twelve faculty members including genetic counseling, nursing, occupational therapy, physical therapy, and speech and language pathology participated in one-to-one interviews. Three themes emerged from qualitative data analysis: stressed systems, balancing act, and meaningful connection. Faculty members were faced with an external locus of control during the pandemic and noted a lack of autonomy and pressure to help students graduate on time and maintain the quality of teaching while dealing with uncertainty in both their professional and personal lives. The pandemic disproportionately impacted women and junior faculty members as connectedness and mentorship declined. Collaboration and research mentorship must be prioritized moving forward to continue to advance healthcare and health sciences education. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)

Other

Jump to: Editorial, Research

8 pages, 233 KiB  
Essay
Education after the Pandemic: What We Have (Not) Learned about Learning
by Michael Kerres and Josef Buchner
Educ. Sci. 2022, 12(5), 315; https://doi.org/10.3390/educsci12050315 - 29 Apr 2022
Cited by 24 | Viewed by 9643
Abstract
During the pandemic, educational technologies have become an essential tool to provide education at a distance. The paper outlines basic assumptions of research on the effects of the pandemic on education and points out methodological flaws when these effects are directly related to [...] Read more.
During the pandemic, educational technologies have become an essential tool to provide education at a distance. The paper outlines basic assumptions of research on the effects of the pandemic on education and points out methodological flaws when these effects are directly related to the pandemic or to effects of educational technology on learning. Studies cannot be easily aggregated and must consider the institutional, national and cultural conditions of how the educational system reacted to the pandemic. The article discusses how the experiences during the pandemic will shape the future discussion of education after the pandemic. With regard to the use of digital technology, the future seems widely open and will largely depend on the interpretation and re-construction of these experiences during the pandemic by the actors in the field. Two contradictory visions for the role of educational technology in education after the pandemic seem possible: a pre- vs. post-digital view that imply fundamentally different perspectives for the future of education. A pre-digital re-construction implies a return “back to normal”, whereas a post-digital view tries to utilize the experiences of the pandemic for a consequential reform of education. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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