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A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19.

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Title: A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19.
Authors: Bartolic, Silvia K., Boud, David, Agapito, Jenilyn, Verpoorten, Dominique, Williams, Siobhan, Lutze-Mann, Louise, Matzat, Uwe, Moreno, Ma Monica, Polly, Patsie, Tai, Joanna, Marsh, Heidi L., Lin, Lin, Burgess, Jamie-Lee, Habtu, Senay, Rodrigo, Ma Maria Mercedes, Roth, Mary, Heap, Tania, Guppy, Neil
Source: Educational Review. Mar2022, Vol. 74 Issue 3, p517-533. 17p. 6 Charts.
Subjects: Higher education, COVID-19 pandemic, Education methodology, Postsecondary education, Learning
Abstract: COVID-19 has had a profound influence on the conduct of teaching and learning in higher education. Almost everywhere a sudden shift occurred as educators transitioned courses from mainly face-to-face teaching and learning to emergency remote instruction, mostly conducted online. While details varied for individual faculty members, institutions, and countries, all confronted new challenges. We examine the immediate effects of COVID-19 on teaching and learning in higher education. Our results are based on a sample of 309 courses, and the academic staff who taught them, at eight colleges and universities varying in size and context across four continents. We document first how institutions, and their instructors, varied in their capacity for dealing with the rapidity of the COVID-19 teaching and learning pivot. We further demonstrate that the suddenness of the pandemic's onset, and the quick response this demanded of instructors, meant that there was little systematic patterning in how academic staff were able to adapt – save for nimbleness. Rapidity of response meant differences were far more idiosyncratic than they were systematic, at least with respect to how individual faculty responded. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: COVID-19 has had a profound influence on the conduct of teaching and learning in higher education. Almost everywhere a sudden shift occurred as educators transitioned courses from mainly face-to-face teaching and learning to emergency remote instruction, mostly conducted online. While details varied for individual faculty members, institutions, and countries, all confronted new challenges. We examine the immediate effects of COVID-19 on teaching and learning in higher education. Our results are based on a sample of 309 courses, and the academic staff who taught them, at eight colleges and universities varying in size and context across four continents. We document first how institutions, and their instructors, varied in their capacity for dealing with the rapidity of the COVID-19 teaching and learning pivot. We further demonstrate that the suddenness of the pandemic's onset, and the quick response this demanded of instructors, meant that there was little systematic patterning in how academic staff were able to adapt – save for nimbleness. Rapidity of response meant differences were far more idiosyncratic than they were systematic, at least with respect to how individual faculty responded. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd 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.)
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      – SubjectFull: Education methodology
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