Abstract
Much of higher education (HE) experienced a forced global pilot test of online education with the added dimension of a rapid adoption for both educators and students due to the COVID-19 pandemic. We used Multiple and Multi-dimensional Transition (MMT) and Self-Regulated Learning (SRL) perspectives within a two-time interval research design of postgraduate Master students’ and educators’ lived experience operationalised during the first three months of the pandemic in Ireland. This article describes the transition journey from shock and loss, to new and unfamiliar, enforced and confined learning environments, to eventual acceptance albeit with major challenges. The findings illustrate a complex narrative for both students and educators as they adjust to a new educational experience. The main finding was that both students and educators transitioned rapidly, but there is a lack of evidence that this “forced” transition repositioned the student and educator roles in a new educational ecosystem. As technological adoption continues with HE, research findings of this nature situated during the early stages of the pandemic can inform and guide the next iteration of educational and technological developments.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Educational and Life Transitions
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
