Teaching in the time of COVID‐19

Abstract

As COVID-19 sweeps the globe colleges and universities are opting to suspend face-to-face lectures and laboratories as a step to slow the spread of this disease. Rather than cancel their courses many instructors are working to deliver content and assess learning via distance learning and online pedagogies.

Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality

“…As a result of the COVID-19 pandemic, many faculty members were required to abruptly shift from faceto-face to online teaching. Consequently, some struggled and experienced hurdles and high stress levels, while others perceived this sudden shift to be a positive opportunity, managed to cope well, and facilitated positive learning activities for their students (Bhat et al, 2020;Ortiz, 2020). This COVID-19 induced shift to online teaching constitutes a clear achievement situation in that for many faculty members, it marked the first time that it was mandatory for all courses to be exclusively taught online, thereby entailing a relevant learning and qualification situation where it was simultaneously important to perform well and successfully support students.…”

Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale

“…The defense of the incorporation of professional environmental competence in the training of professionals is a need generated by the current technological and globalized society [33,34] and exacerbated by the recent situation that has caused COVID-19 [28,29]. Hence, this instrument represents an important advance to expand in other professional fields.…”

“…In recent years, multiple initiatives have emerged that are interested in the research and analysis of environmental effects and technological diffusion in today's societies [20,21,26,27]. Together, the exceptional situation that COVID-19 has caused has forced digital adaptation, intensifying the use of technologies as an alternative to face-to-face activity [28,29]. In this very specific and unusual context, the lack of training in digital security and the eco-responsible use of technologies is much more pronounced.…”

Teaching nuclear medicine in the pandemic—a new challenge for the faculty

“…Medical faculties have been double-hit by the epidemic. They had to shift their teaching routine rather unexpectedly but at the same time both the teaching staff and young doctors-to-be got involved in fighting the unprecedented outbreak [4]. COVID-19 epidemic entered Poland with a few weeks delay, compared to Italy and some other European countries but despite this, the closure of schools and universities was introduced rather unexpectedly and only in some institutions the preparations to distant education have been initiated only a few days before [5].…”