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‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES

Desireé Cranfield Orcid Logo, Rénette J. Blignaut, Andrea Tick

EDULEARN Proceedings

Swansea University Author: Desireé Cranfield Orcid Logo

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DOI (Published version): 10.21125/edulearn.2022.1995

Abstract

The COVID-19 pandemic and subsequent lockdown globally, led to the sudden closure of Higher Education Institutions, catapulting them into preparing for an alternative mode of delivery, to replace the traditional face-to-face mode. Administrators, academic staff as well as students needed to adjust t...

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Published in: EDULEARN Proceedings
ISBN: 2340-1117 978-84-09-42484-9
ISSN: 2340-1117
Published: Valencia, Spain IATED 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa60785
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spelling 2022-08-23T11:01:43.8235092 v2 60785 2022-08-10 ‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES 3f8fe4194470d374d18e4738089a6ab1 0000-0002-3082-687X Desireé Cranfield Desireé Cranfield true false 2022-08-10 BBU The COVID-19 pandemic and subsequent lockdown globally, led to the sudden closure of Higher Education Institutions, catapulting them into preparing for an alternative mode of delivery, to replace the traditional face-to-face mode. Administrators, academic staff as well as students needed to adjust to this sudden and abrupt shift to emergency remote teaching and eLearning. To be able to use often new, and unfamiliar, information communication technologies effectively, requires a variety of competencies over and above the basic technological ‘know-how’ of common tools. Many academics and students were not as aux fait with the communication technologies required for remote teaching and learning. Equitable access to digital technologies also posed a problem. Over the last decade household Internet access has risen in the countries considered (South Africa, Hungary, Wales), however, a small percentage of households still do not have access to mobile devices or the Internet. To consider what impact the changed educational practices had on academics, this qualitative research study conducted semi-structured interviews with fifteen academic staff members, five from each participating country. A cross section of staff members was interviewed, from new academics to seasoned and more senior academic staff members. A framework of eight ‘themes’ guided these interviews, however four will be looked at for this paper, namely (1) Initial reactions, (2) Workload, (3) Wellbeing and isolation, (4) Preparedness, transition, and pedagogy. This research study uses a qualitative research methodology, using Sentiment Analysis and Thematic Analysis to analyse the data. The NVivo software programme as well as a manual text mining process was used to analyse the data. This paper reports on the first phase of the data analysis process, namely Sentiment Analysis. Initial outcomes of the research suggest that extant factors contribute to how academic staff experienced the switch to the online emergency remote learning and working. Staff from all participating universities expressed both negative as well as positive sentiment in terms of their initial reactions, workload, well-being and isolation, and preparedness, transition, and pedagogy, to the emergency eLearning. The research suggests that the sentiment of participants was more negative than positive, however, several lessons can be learnt from both. Keywords: COVID-19, emergency eLearning, remote working, academic staff, higher education. Conference Paper/Proceeding/Abstract EDULEARN Proceedings IATED Valencia, Spain 2340-1117 978-84-09-42484-9 2340-1117 COVID-19, emergency eLearning, remote working, academic staff, higher education. 21 7 2022 2022-07-21 10.21125/edulearn.2022.1995 COLLEGE NANME Business COLLEGE CODE BBU Swansea University Not Required 2022-08-23T11:01:43.8235092 2022-08-10T12:34:20.5066621 Faculty of Humanities and Social Sciences School of Management - Business Management Desireé Cranfield 0000-0002-3082-687X 1 Rénette J. Blignaut 2 Andrea Tick 3
title ‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES
spellingShingle ‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES
Desireé Cranfield
title_short ‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES
title_full ‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES
title_fullStr ‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES
title_full_unstemmed ‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES
title_sort ‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES
author_id_str_mv 3f8fe4194470d374d18e4738089a6ab1
author_id_fullname_str_mv 3f8fe4194470d374d18e4738089a6ab1_***_Desireé Cranfield
author Desireé Cranfield
author2 Desireé Cranfield
Rénette J. Blignaut
Andrea Tick
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isbn 2340-1117
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publisher IATED
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
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description The COVID-19 pandemic and subsequent lockdown globally, led to the sudden closure of Higher Education Institutions, catapulting them into preparing for an alternative mode of delivery, to replace the traditional face-to-face mode. Administrators, academic staff as well as students needed to adjust to this sudden and abrupt shift to emergency remote teaching and eLearning. To be able to use often new, and unfamiliar, information communication technologies effectively, requires a variety of competencies over and above the basic technological ‘know-how’ of common tools. Many academics and students were not as aux fait with the communication technologies required for remote teaching and learning. Equitable access to digital technologies also posed a problem. Over the last decade household Internet access has risen in the countries considered (South Africa, Hungary, Wales), however, a small percentage of households still do not have access to mobile devices or the Internet. To consider what impact the changed educational practices had on academics, this qualitative research study conducted semi-structured interviews with fifteen academic staff members, five from each participating country. A cross section of staff members was interviewed, from new academics to seasoned and more senior academic staff members. A framework of eight ‘themes’ guided these interviews, however four will be looked at for this paper, namely (1) Initial reactions, (2) Workload, (3) Wellbeing and isolation, (4) Preparedness, transition, and pedagogy. This research study uses a qualitative research methodology, using Sentiment Analysis and Thematic Analysis to analyse the data. The NVivo software programme as well as a manual text mining process was used to analyse the data. This paper reports on the first phase of the data analysis process, namely Sentiment Analysis. Initial outcomes of the research suggest that extant factors contribute to how academic staff experienced the switch to the online emergency remote learning and working. Staff from all participating universities expressed both negative as well as positive sentiment in terms of their initial reactions, workload, well-being and isolation, and preparedness, transition, and pedagogy, to the emergency eLearning. The research suggests that the sentiment of participants was more negative than positive, however, several lessons can be learnt from both. Keywords: COVID-19, emergency eLearning, remote working, academic staff, higher education.
published_date 2022-07-21T04:19:11Z
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