Abstract:

Reflecting on the impact of COVID-19 on teaching and learning, this study investigates the possible shifts from short-term reactive approaches of educational delivery to a more strategic, innovative, and sustainable approach to teaching and learning.

The study aims to understand the evolution of perceptions and experiences of academics during and after the pandemic and uses eight ‘themes’ as a lens to examine:
(1) Initial reactions,
(2) Workload,
(3) Wellbeing and isolation,
(4) Preparedness, transition, and pedagogy,
(5) Relationships and collaboration,
(6) Technology,
(7) Cyber security,
(8) Assessment.

A qualitative research methodology, Thematic Analysis, and NVIVO software was used to analyse the data collected from 31 academic staff members from three universities—in Hungary, South Africa, and Wales. A diverse range of staff members were interviewed. This paper reports on the initial outcomes of the research, which suggests that there are contributing factors that impacted how academic staff experienced the abrupt, reactive mode of delivery caused by the world-wide pandemic. The results suggest that academic staff’s initial reactions were quite diverse depending on their prior exposure to eLearning technology, their home environment, and their family obligations. The perception was that the workload during this time increased considerably, however, provided flexibility and opportunities for innovation. Some felt more isolated than others during this time, which had an impact on their relationships, research, and collaborative opportunities, while cybersecurity and the rigor of assessments were of concern. The paper also reports on the evolution of the delivery of higher education post the pandemic.

Keywords:

Higher educational delivery, evolution of education, remote working, academic staff, higher education, interviews, pandemic, COVID-19.