Littlejohn, Allison;
(2022)
Transforming educators’ practice: how university educators learned to teach online from home during the Covid-19 pandemic.
Higher Education Research & Development
10.1080/07294360.2022.2073982.
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Abstract
The Covid-19 pandemic triggered a large-scale change in the way university educators worked. This article examines tensions that shaped how educators adapted their teaching as they worked from home during the pandemic. The study is based on empirical data gathered at a large-scale, research-intensive UK university in the first weeks of lockdown. Activity Theory analysis is used to examine transformations in practice, how these changes were culturally and historically situated and materially and socially mediated. The themes identified are examined through a series of vignettes to pinpoint personal factors that influenced the expansion of work. This study's findings signal a call to action to support new forms of work through five policy actions related to personal factors that influence the work, life and wellbeing of educators. Going forward, there is a need for universities to develop and implement policies that take into consideration these five areas to support educators to expand how they work.
| Type: | Article |
|---|---|
| Title: | Transforming educators’ practice: how university educators learned to teach online from home during the Covid-19 pandemic |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/07294360.2022.2073982 |
| Publisher version: | https://doi.org/10.1080/07294360.2022.2073982 |
| Language: | English |
| Additional information: | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| Keywords: | University teaching, professional learning, technology issues, Covid-19 |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10145782 |
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