The Effects of COVID-19 on Higher-Education Teaching Practices
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| Title: | The Effects of COVID-19 on Higher-Education Teaching Practices |
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| Language: | English |
| Authors: | Rob Power (ORCID |
| Source: | International Journal of E-Learning & Distance Education. 2023 38(2). |
| Availability: | Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde |
| Peer Reviewed: | Y |
| Page Count: | 48 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, COVID-19, Pandemics, Online Courses, School Closing, Educational Technology, Electronic Learning, Teaching Methods, Teacher Attitudes, Barriers, In Person Learning, Faculty Development, Technological Literacy |
| Geographic Terms: | Canada |
| ISSN: | 2292-8588 |
| Abstract: | In 2020, Canadian higher education institutions shifted to online teaching due to the COVID-19 pandemic. While many instructors were unfamiliar with online teaching, this transition resulted in widespread innovation in the use of digital technologies and pedagogical practices. This research study focused on the significant impact of the shift to online teaching on three areas: digital tools use, immediate teaching practice, and future teaching practice. Data from 35 survey respondents and six focus group participants indicated that most instructors were comfortable with the new tools they used online, but experienced specific challenges with breakout rooms and students understanding their role in the learning process. Specific changes in immediate teaching practice included co-creating learning spaces, different ways of connecting with students, and the democratization of learning. Perhaps the most significant impact of the COVID-19 transition period was on future in-person teaching including increased use of digital tools, structural reorganization of classes, enthusiasm for teaching, and an increased appreciation for in-person environments. [The published year on the .pdf is incorrect. The correct published year is 2023.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1432752 |
| Database: | ERIC |
| Abstract: | In 2020, Canadian higher education institutions shifted to online teaching due to the COVID-19 pandemic. While many instructors were unfamiliar with online teaching, this transition resulted in widespread innovation in the use of digital technologies and pedagogical practices. This research study focused on the significant impact of the shift to online teaching on three areas: digital tools use, immediate teaching practice, and future teaching practice. Data from 35 survey respondents and six focus group participants indicated that most instructors were comfortable with the new tools they used online, but experienced specific challenges with breakout rooms and students understanding their role in the learning process. Specific changes in immediate teaching practice included co-creating learning spaces, different ways of connecting with students, and the democratization of learning. Perhaps the most significant impact of the COVID-19 transition period was on future in-person teaching including increased use of digital tools, structural reorganization of classes, enthusiasm for teaching, and an increased appreciation for in-person environments. [The published year on the .pdf is incorrect. The correct published year is 2023.] |
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| ISSN: | 2292-8588 |
