Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?

Broadbent, J; Ajjawi, R; Bearman, M; Boud, D; Dawson, P

Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?

Broadbent, J Ajjawi, R Bearman, M Boud, D

Dawson, P

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Publisher:: SPRINGER
Publication Type:: Journal Article
Citation:: INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION, 2023, 20, (1)
Issue Date:: 2023-11-13

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Field	Value	Language
dc.contributor.author	Broadbent, J
dc.contributor.author	Ajjawi, R
dc.contributor.author	Bearman, M
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Dawson, P
dc.date.accessioned	2024-01-07T06:40:03Z
dc.date.available	2024-01-07T06:40:03Z
dc.date.issued	2023-11-13
dc.identifier.citation	INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION, 2023, 20, (1)
dc.identifier.issn	2365-9440
dc.identifier.issn	2365-9440
dc.identifier.uri	http://hdl.handle.net/10453/174046
dc.description.abstract	<jats:title>Abstract</jats:title><jats:p>The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts <jats:italic>during</jats:italic> the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022/2023). We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations. These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic.</jats:p>
dc.language	English
dc.publisher	SPRINGER
dc.relation.ispartof	INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION
dc.relation.isbasedon	10.1186/s41239-023-00428-z
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?
dc.type	Journal Article
utslib.citation.volume	20
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
dc.date.updated	2024-01-07T06:40:02Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	20
utslib.citation.issue	1

Abstract:

AbstractThe COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts during the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022/2023). We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations. These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic.

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http://hdl.handle.net/10453/174046