A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19

Bartolic, SK; Boud, D; Agapito, J; Verpoorten, D; Williams, S; Lutze-Mann, L; Matzat, U; Moreno, MM; Polly, P; Tai, J; Marsh, HL; Lin, L; Burgess, J-L; Habtu, S; Rodrigo, MMM; Roth, M; Heap, T; Guppy, N

A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19

Bartolic, SK Boud, D

Agapito, J Verpoorten, D Williams, S Lutze-Mann, L Matzat, U Moreno, MM Polly, P Tai, J Marsh, HL Lin, L Burgess, J-L Habtu, S Rodrigo, MMM Roth, M Heap, T Guppy, N

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Publisher:: Routledge
Publication Type:: Journal Article
Citation:: Educational Review, 2022, 74, (3), pp. 517-533
Issue Date:: 2022-08-09

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Field	Value	Language
dc.contributor.author	Bartolic, SK
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Agapito, J
dc.contributor.author	Verpoorten, D
dc.contributor.author	Williams, S
dc.contributor.author	Lutze-Mann, L
dc.contributor.author	Matzat, U
dc.contributor.author	Moreno, MM
dc.contributor.author	Polly, P
dc.contributor.author	Tai, J
dc.contributor.author	Marsh, HL
dc.contributor.author	Lin, L
dc.contributor.author	Burgess, J-L
dc.contributor.author	Habtu, S
dc.contributor.author	Rodrigo, MMM
dc.contributor.author	Roth, M
dc.contributor.author	Heap, T
dc.contributor.author	Guppy, N
dc.date.accessioned	2022-12-01T23:21:17Z
dc.date.available	2022-12-01T23:21:17Z
dc.date.issued	2022-08-09
dc.identifier.citation	Educational Review, 2022, 74, (3), pp. 517-533
dc.identifier.issn	0013-1911
dc.identifier.issn	1465-3397
dc.identifier.uri	http://hdl.handle.net/10453/164021
dc.description.abstract	COVID-19 has had a profound influence on the conduct of teaching and learning in higher education. Almost everywhere a sudden shift occurred as educators transitioned courses from mainly face-to-face teaching and learning to emergency remote instruction, mostly conducted online. While details varied for individual faculty members, institutions, and countries, all confronted new challenges. We examine the immediate effects of COVID-19 on teaching and learning in higher education. Our results are based on a sample of 309 courses, and the academic staff who taught them, at eight colleges and universities varying in size and context across four continents. We document first how institutions, and their instructors, varied in their capacity for dealing with the rapidity of the COVID-19 teaching and learning pivot. We further demonstrate that the suddenness of the pandemic’s onset, and the quick response this demanded of instructors, meant that there was little systematic patterning in how academic staff were able to adapt – save for nimbleness. Rapidity of response meant differences were far more idiosyncratic than they were systematic, at least with respect to how individual faculty responded.
dc.language	English
dc.publisher	Routledge
dc.relation.ispartof	Educational Review
dc.relation.isbasedon	10.1080/00131911.2021.1955830
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.title	A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19
dc.type	Journal Article
utslib.citation.volume	74
utslib.for	13 Education
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	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-12-01T23:21:16Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	74
utslib.citation.issue	3

Abstract:

COVID-19 has had a profound influence on the conduct of teaching and learning in higher education. Almost everywhere a sudden shift occurred as educators transitioned courses from mainly face-to-face teaching and learning to emergency remote instruction, mostly conducted online. While details varied for individual faculty members, institutions, and countries, all confronted new challenges. We examine the immediate effects of COVID-19 on teaching and learning in higher education. Our results are based on a sample of 309 courses, and the academic staff who taught them, at eight colleges and universities varying in size and context across four continents. We document first how institutions, and their instructors, varied in their capacity for dealing with the rapidity of the COVID-19 teaching and learning pivot. We further demonstrate that the suddenness of the pandemic’s onset, and the quick response this demanded of instructors, meant that there was little systematic patterning in how academic staff were able to adapt – save for nimbleness. Rapidity of response meant differences were far more idiosyncratic than they were systematic, at least with respect to how individual faculty responded.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/164021