COVID-19 and digital disruption in UK universities afflictions and affordances of emergency online migration

COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a s...

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Vydáno v:Higher education Ročník 81; číslo 3; s. 623 - 641
Hlavní autoři: Watermeyer, Richard, Crick, Tom, Knight, Cathryn, Goodall, Janet
Médium: Journal Article
Jazyk:angličtina
Vydáno: Dordrecht Springer Science + Business Media 01.03.2021
Springer Netherlands
Springer
Springer Nature B.V
Témata:
Academic staff
Access to Education
Affordances
Barriers
Campuses
Closure
Colleges & universities
Coronaviruses
COVID-19
Disruption
Distance learning
Education
Education, Higher
Educational aspects
Educational Assessment
Educational Change
Educational Research
Electronic Learning
Emergency Programs
Epidemics
Forecasts and trends
Foreign Countries
Higher Education
Internet
Labor Force
Labor Market
Labor migration
Learning
Learning outcomes
Local economy
Markets
Migration
Online education
Online instruction
Personal information
Recruitment
Respondents
School Closing
Social Stratification
Student Recruitment
Teacher Welfare
Teachers
Teaching
Technology Uses in Education
United Kingdom
Universities
United Kingdom
United Kingdom > UK
COVID-19
UK higher education
Online learning, teaching and assessment
Academic profession
Digitalisation of universities
ISSN:0018-1560, 1573-174X, 1573-174X
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Shrnutí:COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respondents report an abundance of what we call ‘afflictions’ exacted upon their role as educators and in far fewer yet no less visible ways ‘affordances’ derived from their rapid transition to online provision and early ‘entry-level’ use of digital pedagogies. Overall, they suggest that online migration is engendering significant dysfunctionality and disturbance to their pedagogical roles and their personal lives. They also signpost online migration as a major challenge for student recruitment, market sustainability, an academic labour-market, and local economies.
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ISSN:0018-1560
1573-174X
1573-174X
DOI:10.1007/s10734-020-00561-y