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Abstract
ABSTRACT COVID-19 and its imposed social confinement entailed a radical shift in research, supervision and learning in doctoral education. Heightened flexibility in delivery, sensitivity and compassion and greater reliance on technology sought to address not merely scholars’ pedagogical but holistic needs, which became more prominent during the pandemic. Face-to-face doctoral supervision and academic events were conducted online to overcome hurdles presented by ‘social distancing’. We examine how the dynamics of our group supervision for international doctoral scholars changed after shifting to online mode. We employed an autoethnographic approach to highlight evolving rewards and challenges in conducting online meetings with a group of international scholars. Focusing on this group is timely since the ‘working-from-home’ mode contributed to doctoral scholars’ isolation and stress that they experienced. This paper: a) exemplifies the psychological benefits fostered by online meetings; and b) highlights creative virtual pedagogies and practices worth adopting even after the pandemic is over.
Highlights
Advanced technology usage has been part and parcel of higher education practice in the last few decades (e.g. Wilmot & McKenna, 2018)
COVID-19 and its imposed social confinement entailed a radical shift in research, supervision and learning in doctoral education
We examine how the dynamics of our group supervision for international doctoral scho lars changed after shifting to online mode
Summary
Advanced technology usage has been part and parcel of higher education practice in the last few decades (e.g. Wilmot & McKenna, 2018). Advanced technology usage has been part and parcel of higher education practice in the last few decades While technology’s indispensability has always been acknowledged, our paper focuses on a specific time when advanced technology was not merely crucial but became the sole option for higher education. In the UK and elsewhere in early 2020, the arrival of the COVID-19 virus posed an unprecedented challenge that necessitated a technologyorientated solution for universities to continue delivering teaching, learning and assess ment (Ratcliff et al, 2021). This paper focuses on when the pandemic challenge led to the unique mandatory shift to remote online learning. Technology was not merely a replacement for traditional learning modes or driven by personal initiatives; instead, D. The circumstances were coloured by fear of the unknown and this fatal virus
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