Crisis as a catalyst: Reshaping higher education tutor collaboration to enhance online delivery.
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| Title: | Crisis as a catalyst: Reshaping higher education tutor collaboration to enhance online delivery. |
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| Authors: | Serban, Aurelia Cristiana1 a.serban@sheffield.ac.uk |
| Source: | Issues in Educational Research. 2026, Vol. 36 Issue 2, p721-744. 24p. |
| Subject Terms: | *Tutors & tutoring, *Online education, *Education policy, *Higher education, *Educational technology, *Curriculum change, Capacity building, Social role |
| Abstract: | The aim of this study is to investigate the factors facilitating or hindering collaboration among higher education tutors during and after the mandatory shift to exclusive online delivery - a significant and still under-researched context in educational literature. The study was conducted at the English Language Teaching Centre (ELTC) affiliated with University of Sheffield, UK. A mixed-methods approach was employed, utilising questionnaires and interviews. Data was processed through thematic analysis. Findings reveal that structured, professional factors - targeted training, frequent professional interaction, and support with lesson planning, materials and curriculum redesign were paramount in fostering collaboration. Identified barriers included precarious contract lengths, time constraints and excessive informal interaction. Participants suggested that increasing opportunities for knowledge exchange and reflection on practice would enhance tutor cooperation. The study concludes that sustainable collaboration relies on institutional support for formal expertise-sharing and reflective practice. This research provides a transferable framework with significant implications for educational policy, leadership, and professional development in online and hybrid environments worldwide. It offers evidence-based strategies for building resilient and collaborative academic communities, contributing original insights to the international discourse on technology integration and institutional adaptation in higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195739121 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Crisis as a catalyst: Reshaping higher education tutor collaboration to enhance online delivery. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Serban%2C+Aurelia+Cristiana%22">Serban, Aurelia Cristiana</searchLink><relatesTo>1</relatesTo><i> a.serban@sheffield.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Issues+in+Educational+Research%22">Issues in Educational Research</searchLink>. 2026, Vol. 36 Issue 2, p721-744. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+building%22">Capacity building</searchLink><br /><searchLink fieldCode="DE" term="%22Social+role%22">Social role</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The aim of this study is to investigate the factors facilitating or hindering collaboration among higher education tutors during and after the mandatory shift to exclusive online delivery - a significant and still under-researched context in educational literature. The study was conducted at the English Language Teaching Centre (ELTC) affiliated with University of Sheffield, UK. A mixed-methods approach was employed, utilising questionnaires and interviews. Data was processed through thematic analysis. Findings reveal that structured, professional factors - targeted training, frequent professional interaction, and support with lesson planning, materials and curriculum redesign were paramount in fostering collaboration. Identified barriers included precarious contract lengths, time constraints and excessive informal interaction. Participants suggested that increasing opportunities for knowledge exchange and reflection on practice would enhance tutor cooperation. The study concludes that sustainable collaboration relies on institutional support for formal expertise-sharing and reflective practice. This research provides a transferable framework with significant implications for educational policy, leadership, and professional development in online and hybrid environments worldwide. It offers evidence-based strategies for building resilient and collaborative academic communities, contributing original insights to the international discourse on technology integration and institutional adaptation in higher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195739121 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 721 Subjects: – SubjectFull: Tutors & tutoring Type: general – SubjectFull: Online education Type: general – SubjectFull: Education policy Type: general – SubjectFull: Higher education Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Curriculum change Type: general – SubjectFull: Capacity building Type: general – SubjectFull: Social role Type: general Titles: – TitleFull: Crisis as a catalyst: Reshaping higher education tutor collaboration to enhance online delivery. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Serban, Aurelia Cristiana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 03137155 Numbering: – Type: volume Value: 36 – Type: issue Value: 2 Titles: – TitleFull: Issues in Educational Research Type: main |
| ResultId | 1 |
