How Instructors Initially Viewed Teaching Online in Higher Education in the UK During the COVID-19 Pandemic

Learning and teaching in higher education institutions around the world have been heavily affected by the outbreak of COVID-19 since the fall of 2019. Teachers were suddenly told to convert their classes online and to be prepared to teach virtually. An online focus group (n = 9) was conducted during...

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Bibliographic Details
Published inLearning Technologies and Systems Vol. 12511; pp. 277 - 286
Main Authors Zhao, Xin, Kung, Michael, Cai, Liang
Format Book Chapter
LanguageEnglish
Published Switzerland Springer International Publishing AG 2021
Springer International Publishing
SeriesLecture Notes in Computer Science
Subjects
COVID-19 pandemic
Educational technology
Online teaching
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Summary:Learning and teaching in higher education institutions around the world have been heavily affected by the outbreak of COVID-19 since the fall of 2019. Teachers were suddenly told to convert their classes online and to be prepared to teach virtually. An online focus group (n = 9) was conducted during the initial period of lockdown in the UK at the end of March 2020 to find out about their teaching experiences of transition into online education. A number of challenges were identified in both synchronous and asynchronous teaching processes, including unfamiliarity with the learning management system, privacy concerns, student engagement, preparation time and technological issues. A set of best practices was developed for instructors teaching online during the COVID-19 pandemic.
ISBN:303066905X
9783030669058
ISSN:0302-9743
1611-3349
DOI:10.1007/978-3-030-66906-5_26