Abstract:

Although much of the research about distance learning and online collaboration comes from higher education or adult learner contexts there is still less is known about the experiences and challenges of university teachers. In response to the coronavirus (Covid-19) pandemic, an emergency situation was established by the government of Estonia on March 12th to prevent furtherspread of the virus, and subsequently, it was decided to close all educational institutions. This sudden move to online education was unexpected and required university teachers to quickly adjust. In the context of teaching, the emergency situation meant replacing contact learning with distance learning. The aim of the study was to find out how univerity teachers had adapted their teaching at a time of unprecedented educational disruption, what challenges they encountered and to what extent they applied collaborative learning practices. The study draws on qualitative data collected with semi structured interviews with 25 university teachers. The results indicate that the workload of university teachers multiplied as new e-learning environments and platforms had to be clarified. University teachers found that there are no universal, one-size-fits-all solutions in distance learning - the needs of each study group are very different. The support of colleagues was considered most important during the distance learning period. In some cases, with the change of work organization and increased workload physical or mental health problems also arose (health problems, burnout was experienced).

Keywords:

Higher education, distance learning, university teacher, qualitative study.