Teacher profiles in higher education: the move to online education during the COVID-19 crisis

Stevens, Tim; Brok, P.J. den; Noroozi, Omid; Biemans, H.J.A.

doi:10.1007/s10984-023-09458-w

Cited by 10 publications

(2 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Educational practices should consider the differences between teaching staff and provide targeted support, communication, and polices to recognize these variances [26], thus, in turn, increasing the management workload. Finally, recognizing the challenges faced by teaching staff and encouraging innovations while mitigating stress levels emerge as key considerations in educational practices [26].…”

Section: Discussionmentioning

confidence: 99%

The Impacts of the COVID-19 Traffic Light System on Staff in Tertiary Education in New Zealand

Taylor,

Reid,

Jagroop-Dearing

2023

Education Sciences

View full text Add to dashboard Cite

The global impact of the COVID-19 pandemic demanded a swift transition in the usual educational mode of delivery from face to face to online. New Zealand established “a traffic light system” after initial COVID-19 lockdowns, and educational delivery adapted accordingly at a tertiary education provider in Te Pūkenga, Eastern Institute of Technology. This study investigates the ramifications of the traffic light system on this institute’s staff, employing semi-structured interviews and an inductive semantic thematic analysis. The findings reveal a universal impact on staff, characterized by an augmented workload attributed to students’ absences and illnesses. This led to increased support demands of staff for their students’ academic progression. Anxiety, stress, and guilt emerged as prevalent emotions linked to student support. Despite the staff adapting to the mandates, a notable challenge arose from the discord between educational and industry directives, causing confusion among the students. While the study indicates staff resilience in navigating the traffic light changes, it underscores the imperative of recognizing the toll on their wellbeing. The research calls for a proactive consideration of future challenges, emphasizing the importance of safeguarding the mental and emotional health of tertiary education staff amidst potential uncertainties in educational delivery.

show abstract

Section: Discussionmentioning

confidence: 99%

The Impacts of the COVID-19 Traffic Light System on Staff in Tertiary Education in New Zealand

Taylor,

Reid,

Jagroop-Dearing

2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…In the present day, technology assumes a vital role in education, particularly through its provision of online learning opportunities (Banihashem et al, 2022;Farrokhnia et al, 2023). Over the past three years, there has been a significant global increase in the utilization of online education, primarily due to the impact of the Covid-19 pandemic (Drachsler et al, 2021;Van der Spoel et al, 2020;Stevens et al, 2023). This transition from traditional F2F education to online education has had a profound impact on higher education, presenting both advantageous opportunities and potential risks (van Puffelen et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Towards Future Education: How Do Teachers and Students Perceive Blended Education?

2023

Education and New Developments

View full text Add to dashboard Cite

Amidst the Covid-19 pandemic, online education has demonstrated significant potential in providing flexible and easily accessible learning opportunities on a global scale. As a result of its numerous advantages, the landscape of education in the post-Covid era is anticipated to be a combination of online and face-to-face (F2F) instruction, with F2F education retaining its predominant role. Achieving such a blended model necessitates prompt attention towards blended education and a comprehensive exploration of how educators and students perceive it. Hence, the objective of this research is to delve into and examine the perceptions and emotions of teachers and students regarding blended education. To accomplish this, a total of 327 teachers and 547 students from a Dutch university participated and completed a survey. The collected data were analyzed by using SPSS. In terms of the findings concerning teachers, it was generally observed that a majority of them experienced a significant workload and stress levels in blended education. A considerable proportion of teachers did not indicate a strong sense of well-being within the blended education context. On the other hand, in terms of motivation, teachers displayed a relatively positive level of motivation. As for the outcomes related to students, a substantial number of students expressed perceiving a high workload in blended education. However, the majority reported low levels of stress. In regard to well-being, a significant proportion of students displayed neutral well-being. Nevertheless, students demonstrated motivation towards blended education. These results can guide the future design of education for the post-Covid time in higher education contexts.

show abstract

Higher Education Teaching Quality in the Aftermath of the Double Disruption

Lundberg,

Stigmar

2024

Innov High Educ

View full text Add to dashboard Cite

The pandemic (first disruption) eventually led to a forced digital transformation (second disruption) in higher education. Consequently, university educators had to re-navigate their academic teacher identity. This study’s purpose is to contribute new knowledge about how teaching quality in current, post-pandemic, higher education might have been affected by these structural changes. To identify consensus and patterns of disagreement regarding subjectively perceived changes, rather than investigating an objective reality, Q methodology was selected. Forty-three university educators shared their views by rank-ordering a set of teaching quality aspects. Q method analysis allowed the emergence of three statistically distinct factors (F1-F3), which were interpreted. More openness concerning new teaching methods and technological innovations and increased accessibility of teaching were seen as positive changes by all factors. Different areas of change regarding teaching quality were most prominent in the three factors: promising change concerning educators’ use of visualizations and their pedagogic knowledge and skills (F1); a loss of support for and facilitation of students’ learning processes (F2); aspects connected to their own mental health and their awareness of what makes them happy before and during classes (F3). Additionally, results illustrate that in post-pandemic higher education, some university educators might distinguish between mode of delivery and content of teaching when discussing teaching quality. In conclusion, data shows that the disruptive time, despite its unfortunate origin, seems to have triggered both positive changes and revealed new areas of academic development. It remains to be seen how permanent some of the subjectively perceived changes are.

show abstract

Teacher profiles in higher education: the move to online education during the COVID-19 crisis

Cited by 10 publications

References 41 publications

The Impacts of the COVID-19 Traffic Light System on Staff in Tertiary Education in New Zealand

The Impacts of the COVID-19 Traffic Light System on Staff in Tertiary Education in New Zealand

Towards Future Education: How Do Teachers and Students Perceive Blended Education?

Higher Education Teaching Quality in the Aftermath of the Double Disruption

Contact Info

Product

Resources

About