Abstract This paper presents a systematic review of scholarly efforts that uniquely emerged at the onset of the COVID-19 pandemic and focused primarily on higher education teachers’ perspectives on technology use and on associated changes in the relationship between teachers and students amidst the transition to emergency remote teaching worldwide. Our narrative synthesis of 32 studies, the majority of which come from lower-and middle-income countries/regions, suggests that numerous factors interact to shape academics’ technology use in emergency remote teaching across higher education contexts. We report strong findings of teachers’ resilience and resourcefulness in their self-exploration of various technologies and teaching strategies in response to the continued severity of the pandemic. Ultimately, this review suggests directions for further research on engaging educational leaders and faculty in reimagining teaching as not only a core academic function of higher education, but also, and importantly, a humanising experience shaped by an ethics of care. 

/pdf/the-use-of-technology-in-higher-education-teaching-by-14xoyzrs.pdf

The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review

The coronavirus disease of 2019 (COVID-19) pandemic has forced most academics to work from home This sudden venue change can affect academics’ productivity and exacerbate the challenges that confront universities as they face an uncertain future In this paper, we identify factors that influence academics’ productivity while working from home during the mandate to self-isolate From analyzing results from a global survey we conducted, we found that both personal and technology-related factors affect an individual’s attitude toward working from home and productivity Our results should prove valuable to university administrators to better address the work-life challenges that academics face © 2021 by the Association for Information Systems

How working from home during covid-19 affects academic productivity

This article conceptualises higher education as a complex and dynamic set of entangled social, spatial and material practices — enacted, adapted and contested across spaces and technologies as these interact with diverse learners, teachers, curricula and contexts. Using modes of enquiry that start from this inherent complexity and intersecting these with contemporary disability and education studies, I ask how some of the normative social and spatial practices of higher education are being surfaced by the pandemic. Rather than framing Covid-19 as a massive shift from ‘normal’ (face-to-face) to ‘abnormal’ (virtual) delivery modes, I propose that its impact both continues and alters assumptions about what constitutes ‘proper’ university education, and both perpetuates and disrupts what is ‘noticed’, valued and supported in conventional teaching and learning processes. To do this, I will focus on two themes in current HE practices in the UK, as examples of what such an approach can open-up to view. This starts from the already existing tensions, complexities and contradictions as to what should constitute appropriate teacher and student behaviours and settings, and how this ‘normality’ is often being perceived as being lost because of the pandemic. By engaging with existing literature about longer-term patterns of inequalities in access and inclusion across physical and virtual HE learning environments, I hope to show some underlying problems in how student competency is being evidenced in virtual as compared to physical space and some ways the pandemic has exposed the unevenness of diverse student and staff relationships to space, time and technologies and the differential impacts on their educational experiences.

https://link.springer.com/content/pdf/10.1007/s42438-021-00267-z.pdf

Exploring Inequalities in the Social, Spatial and Material Practices of Teaching and Learning in Pandemic Times

Orientation: COVID-19 generated the need for changes in the higher education sector, sparking a shift to online approaches ultimately increasing workload. This study assessed the prevalence of burnout symptoms among academics at an online university in South Africa. Research purpose: Assessing prevalence and severity of burnout symptoms among academics and its impact on work engagement. Motivation for research: Academics are central to the teaching and learning processes at higher education institutions. Health and wellness has an impact on institutional functionality. As academic workloads increase, so does the likelihood of burnout, which can influence academic functioning. Research approach/design and method: Cross-sectional design. Main Findings: High levels of burnout within open, distance and e-learning (ODeL) academic staff member population is evident with 75% of staff experiencing high or very high burnout. High levels of burnout were concentrated among senior lecturers, with teaching experience and have at least a PhD. The regression coefficient for work engagement (B = –0.364, p ≤ 0.001) indicated that for each point increase in work engagement, there was a decrease in burnout of 0.364. Practical implications: High levels of burnout include job dissatisfaction, reduced quality of work, and increased absenteeism. Addressing burnout contributes to retaining experienced staff, improved job satisfaction and quality output. This paper highlights the impact of teaching transitions on the academic workforce, contributing towards wellness interventions aiding burnout recovery. Contribution/value-add: This paper highlights the impact of teaching transitions on the academic workforce within South Africa, contributing towards wellness interventions aiding the recovery from burnout. © 2023. The Authors.

Examining staff burnout during the transition to teaching online due to COVID-19 implications

ABSTRACT The rapid transition to online teaching in response to Covid-19 presented unprecedented challenges for academic communities. Staff had vastly different experiences of engaging with technology, and these experiences are shaped by factors including gender, (dis)ability, socio-economic resources and caring responsibilities. We report findings from an intersectional interview examination of how 412 staff in a large London-based university adapted to teaching and researching from home at the beginning of lockdown during the COVID-19 pandemic. In this article, we construct grounded theory around the divisibility of the body, and the conflicts arising from the need to span home and work-life, our findings illustrate how patterns of inequity for women academics converge to construct ways of managing the boundary work of home and work with different degrees of successes. We document how management support and/ or existing expertise were vital to enable women academics to overcome obstacles to equitable work.)

Gender and the lived body experience of academic work during COVID-19

This empirical study examines the experiences of academics and professional service staff in a large UK university during first weeks of the transition to online teaching and working from home during the Covid-19 pandemic. The method draws on the work by Gourlay and Oliver (2018) to explore engagement with the digital university in everyday practice. Using data from 412 survey responses and 32 interviews, the study traces varying ways staff characterised themselves during the first months of lockdown in the UK (from March to July, 2020). The findings highlight that university support services underwent a metamorphosis to support the transition to online teaching. However, insufficient attention was paid to the ‘identity crisis’ and threats perceived by academics who were used to teaching students on campus. Academics tended to focus on transferring traditional teaching practices to the online environment, rather than on changing teaching practice, leaving face-to-face teaching as the default point of reference. These cultural barriers are a persistent obstacle to a more productive engagement with digitalisation. Transitioning to online teaching involves continuing existing work while also learning new practices. Such efforts were challenging for teaching staff who did not have dedicated space at home to work and those with caring responsibilities. This, combined with gendered patterns around caring and the extra support needed by students during the crisis, added emotional labour to already-full workloads. We recommend that intersecting forms of disadvantage be acknowledged, supported and rewarded for universities to create sustainable and just futures.

/pdf/moving-teaching-online-cultural-barriers-experienced-by-2lea9aq6id.pdf

Moving Teaching Online: Cultural Barriers Experienced by University Teachers During Covid-19

Successful implementation of ipsative assessment and feedback is dependent on recording of past assessments and making these records accessible to both learners and assessors. In this case study digital technology was used to capture a ‘feedback history’ for learners and also to help students reflect on feedback between assessments. The process was piloted successfully with a taught postgraduate research programme and helped the programme leader make decisions on the progression of weaker students. Meanwhile there was evidence of improvement in student reflections on feedback. There are some questions raised about who might have access to digital student assessment histories and the chapter puts these in a context of growing interest in learner analytics.

Use of Digital Technology to Capture and Support Student Progress Across a Taught Postgraduate Programme

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Moving Teaching Online: Cultural Barriers Experienced by University Teachers During Covid-19

Use of Digital Technology to Capture and Support Student Progress Across a Taught Postgraduate Programme