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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
Language: English
Authors: Rob Power (ORCID 0000-0001-7106-8166), Robin Kay (ORCID 0000-0003-0416-5980), Chris Craig (ORCID 0000-0001-6786-3685)
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
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  Data: The Effects of COVID-19 on Higher-Education Teaching Practices
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  Data: <searchLink fieldCode="AR" term="%22Rob+Power%22">Rob Power</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7106-8166">0000-0001-7106-8166</externalLink>)<br /><searchLink fieldCode="AR" term="%22Robin+Kay%22">Robin Kay</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0416-5980">0000-0003-0416-5980</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chris+Craig%22">Chris Craig</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6786-3685">0000-0001-6786-3685</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+E-Learning+%26+Distance+Education%22"><i>International Journal of E-Learning & Distance Education</i></searchLink>. 2023 38(2).
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  Data: 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
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  Data: 48
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 2292-8588
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  Data: 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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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 48
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Barriers
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      – SubjectFull: In Person Learning
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      – SubjectFull: Faculty Development
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      – SubjectFull: Technological Literacy
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      – SubjectFull: Canada
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      – TitleFull: The Effects of COVID-19 on Higher-Education Teaching Practices
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