Abstract
In this article, we explore the notion of sensemaking during the COVID-19 pandemic. Exploring sensemaking in periods of disruption and uncertainty can provide a deeper understanding of how distance education institutions can navigate future disruptions. We focus on support staff employed at one institution and their experience during remote work as a result of lockdown measures. Support staff are essential for the effective functioning and success of distance institutions. We use sensemaking as a conceptual and theoretical framework to understand staff experience of how their roles changed because of lockdown measures. Four participants were interviewed on digital platforms. All were involved in sensemaking by exploring the wider system, creating a map of their new work environment, acting to change their work system, and subsequently learning from it. It was also found that their sensemaking includes both affective and cognitive elements. We recommend that sensemaking theories and conceptual frameworks be used to further understand sensemaking in distance education support services during times of change.
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