Learning development in a time of disruption
DOI:
https://doi.org/10.47408/jldhe.vi29.1078Keywords:
higher education, learning development, learning spaces, covid-19, adapting to online teachingAbstract
The Covid-19 Pandemic had (and continues to have) a significant worldwide impact on Higher Education (Watermeyer et al., 2021; Sharaievska et al., 2022). How Learning Development responded to this challenge varied considerably across the sector.
Many of the challenges and solutions for Learning Development are represented in the Compendium of Innovative Practice: Learning Development in a Time of Disruption, a special issue of the Journal of Learning Development in Higher Education (JLDHE, 2021). The Compendium issue of JLDHE contained 102 peer-reviewed reflections, identifying numerous challenges and responses to teaching in Covid-19.
This conference paper will share the findings of a research project that has systematically analysed all 102 contributions to the compendium. Each reflection was analysed using structural, topic and thematic coding to identify common responses and challenges to pandemic teaching.
The findings of this study have identified a range of individual and shared challenges for both students and third space professionals. One of the core findings relates to the diversity of responses that have been designed to meet these challenges, with over 100 distinct pedagogic and technical solutions to pandemic teaching. From these, five core themes have emerged: emergency remote teaching; reflective practice and evaluation; pedagogy and technology support; collaboration and shared practice; and, course design for the long-term.
This paper will reflect on implications for future practice in times of disruption and provide delegates with the opportunity to consider how it relates to their institutions.
References
Fallin, L. (2020) Reading the academic library : an exploration of the conceived, perceived and lived spaces of the Brynmor Jones Library at the University of Hull. Doctor of Education Thesis. University of Hull. Available online: https://hydra.hull.ac.uk/resources/hull:18417 [Accessed 20/01/2021].
Fallin, L. (2023) Learning Development in a Time of Disruption [Poster]. Available online: https://doi.org/10.25416/NTR.21956999.v1 [Accessed 30/08/2023].
JLDHE (2021) Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption. Available online: https://journal.aldinhe.ac.uk/index.php/jldhe/issue/view/36.
Kosari, M. & Amoori, A. (2018) Thirdspace: The Trialectics of the Real, Virtual and Blended Spaces. Journal of Cyberspace Studies, 2(2), 163-185.
Lefebvre, H. (1991) The production of space. Translated from French by Nicholson-Smith, D. Malden: Wiley-Blackwell.
Lefebvre , H. (2013) Rhythmanalysis: Space, time and everyday life. Translated from French by Moore, G. & Elden, S. London: Bloomsbury Publishing.
McGivern, P., & Shepherd, J. (2022). The impact of COVID-19 on UK university students: Understanding the interconnection of issues experienced during lockdown. Power and Education, 14(3), 218–227. https://doi.org/10.1177/17577438221104227.
Sharaievska, I., McAnirlin, O., Browning, M. H. E. M., Larson, L. R., Mullenbach, L., Rigolon, A., D’Antonio, A., Cloutier, S., Thomsen, J., Metcalf, E. C. & Reigner, N. (2022) “Messy transitions”: Students’ perspectives on the impacts of the COVID-19 pandemic on higher education. Higher education, 1-18.
Soja, E. W. (1996) Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Massachusetts: Wiley.
Watermeyer, R., Crick, T., Knight, C. & Goodall, J. (2021) COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration. Higher Education, 81(3), 623-641.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Learning Development in Higher Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
