Rapidly orienting academic staff for emergency remote teaching: Responsive approaches for academic professional learning

Krull, Greig; MacAlister, Fiona

doi:10.1016/b978-0-323-91185-6.00029-x

Cited by 2 publications

(3 citation statements)

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“…Apart from infrastructural needs, a successful pivot to ERTL necessitated that teaching staff quickly adapt to using multiple online tools and technologies for teaching and learning (Nyar 2021). There were limited opportunities for capacity building, and efficient collaborations between various institutional departments and across academic and professional staff boundaries were essential (Phakeng, Habib, and Kupe 2020;Krull and MacAlister 2022). Perhaps the most challenging was a pedagogical redesign that enabled remote learning without compromising epistemological access (Motala and Menon 2020).…”

Section: Pedagogical Redesign and Technological Adaptationmentioning

confidence: 99%

“…Ongoing support in navigating digital environments was fundamental for both staff and students. In short, efforts towards the pedagogical redesign and technological adaptation were critical and only achieved through collaborative efforts from various stakeholders inside and outside HEIs (Krull and MacAlister 2022).…”

Section: Pedagogical Redesign and Technological Adaptationmentioning

confidence: 99%

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Challenges of Teaching and Learning under Lockdown at Wits University: Implications for the Future of Blended Learning

Wagner,

Masango,

Moch

et al. 2024

Progressio

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In response to social distancing regulations of 2020 aimed at curbing the spread of the COVID-19 virus, universities had to rapidly transition from face-to-face learning to Emergency Remote Teaching and Learning (ERTL). University students and staff faced many barriers to reliably accessing online platforms, together with widespread psychosocial challenges associated with the pandemic. This article reports on these challenges, juxtaposing the experiences of university staff members and students at the University of the Witwatersrand, Johannesburg (Wits). This study used a mixed methods design and drew on two university-wide surveys for staff and one for students, followed by in-depth interviews (IDIs) and focus group discussions (FGDs). Of those invited, 9% of the student body and 7% of staff responded, with 43 students and 22 staff members participating in the interviews and discussions. Three overarching challenges emerged for both staff and students: 1) physical limitations, including poor access to reliable internet, compounded by persistent power outages; 2) pedagogicalchallenges as staff and students adjusted to a new learning modality; and 3) balancing aspects of personal life and wellbeing with work and studies, including remaining productive while contending with family responsibilities and emotional challenges brought about by the pandemic. The study highlights several issues, including structural considerations and the importance of promoting a sense of community and belonging, that should be considered as the University transitions to blended learning.

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Section: Pedagogical Redesign and Technological Adaptationmentioning

confidence: 99%

Section: Pedagogical Redesign and Technological Adaptationmentioning

confidence: 99%

Challenges of Teaching and Learning under Lockdown at Wits University: Implications for the Future of Blended Learning

Wagner,

Masango,

Moch

et al. 2024

Progressio

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“…Professional learning support interventions had to be available to academics in a timely and responsive virtual mode (Kuntz et al, 2022). In the researchers' institution, this mainly took the form of synchronous webinars, supplemented with resources on a faculty support course site (Krull & MacAlister, 2022) aligned to centralised support services. However, not all academics participated across the different webinars and going into depth about theories, pedagogies and technologies is constrained in a webinar format.…”

Section: Academic Professional Learningmentioning

confidence: 99%

Supporting the Move to Post-Pandemic Blended Teaching: Reflections on a Professional Learning Short Course

Krull,

MacAlister

2023

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Emerging from the COVID-19 pandemic meant that universities had to reconsider ways of teaching. However, academics and students in South African higher education are still dealing with lingering challenges from the pandemic and are largely unfamiliar with good practices in blended learning and teaching. As learning and teaching support professionals working with academics in a specific faculty, our challenge was to consider how to best support academics to (re)design their courses, aligned to an institutional shift. The purpose of this case study is to critically reflect on the design and offering of a professional learning short course, within a specific faculty, to assist academics in adapting to blended teaching. The research objective is to determine how the professional learning course could support the needs of academics in moving to post-pandemic blended teaching. The paper makes use of a qualitative reflective approach, consisting of the reflections of two faculty learning and teaching support staff and evaluation data from academic staff participants. The paper argues that i) a contextualized and responsive approach to academic professional learning is required to better support academics in embedding different forms of learning and teaching; and ii) that academics require dedicated time and space for course (re)design.

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Rapidly orienting academic staff for emergency remote teaching: Responsive approaches for academic professional learning

Cited by 2 publications

References 10 publications

Challenges of Teaching and Learning under Lockdown at Wits University: Implications for the Future of Blended Learning

Challenges of Teaching and Learning under Lockdown at Wits University: Implications for the Future of Blended Learning

Supporting the Move to Post-Pandemic Blended Teaching: Reflections on a Professional Learning Short Course

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