This study aims to explore home-working academics' experiences of remote teaching during the COVID-19 pandemic. The disruptions caused by the pandemic have posed several challenges to academics. These challenges included familiarising themselves with the use of digital technologies and their related pedagogies within a short period of time, so that classes can be moved online. In this study, we use the UK Professional Standards Framework (UKPSF, 2011) as a lens through which to bring to light ten academics’ experiences of adapting their teaching and learning strategies to address the challenges they faced during the pandemic. We reveal how they made surface-level adaptations in lesson plans and teaching delivery, intensified institutional focus on assessments, increased efforts to support ‘connected, but disengaged’ students, and emerged as ‘learning’ practitioners. This research will inform pedagogical approaches to technology-enhanced learning and teaching, as well as staff development for blended and online learning in higher education.
|Number of pages||40|
|Journal||International Journal of Educational Research Open|
|Early online date||8 Feb 2022|
|Publication status||Published (in print/issue) - 8 Feb 2022|
Bibliographical note© 2022 The Authors. Published by Elsevier Ltd.
- blended learning
- academic practice
- emergency remote teaching
- Academic practice
- Blended learning
- Emergency remote teaching