Abstract
In 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with this, lecturers in Higher Education needed to promptly and flexibly adapt their teaching to these circumstances. This investigation adopts a resilience framing in order to shed light on which specific challenges were associated with this sudden switch and what helped an international sample of Higher Education lecturers (N = 102) in coping with these challenges. Results suggest that Emergency Remote Teaching was indeed challenging and quality of teaching was impeded but these effects are more nuanced than expected. Lecturers displayed instructional resilience by maintaining teaching quality despite difficulties of Emergency Remote Teaching and our exploration of predictors shows that personality factors as well as prior experience may have supported them in this. Our findings may contribute to the emerging literature surrounding Emergency Remote Teaching and contributes a unique resilience perspective to the experiences of Higher Education lecturers.
Highlights
In 2020, the COVID-19 pandemic necessitated a sudden increase in online-based forms of teaching and learning
Alongside Scherer et al (2021) who found that prior experience predicted readiness for online learning, we suggest that Higher Education (HE) lecturers with prior experience in Technology-enhanced Learning (TEL)/Distance Education (DE) can draw on knowledge, experience, and resources to adapt their teaching to emergency remote teaching (ERT) and, demonstrate instructional resilience
Results for RQ1 What are the experiences of HE lecturers in maintaining teaching quality during ERT? Teaching quality, challenge, and teaching load HE lecturers found their perceived teaching quality to have suffered during ERT, with a mean of responses around 76% (SD = 22.2), indicating a one-quarter drop in teaching quality, compared to their teaching prior to ERT
Summary
In 2020, the COVID-19 pandemic necessitated a sudden increase in online-based forms of teaching and learning. Looking instead at individuals as Weidlich and Kalz Int J Educ Technol High Educ (2021) 18:43 unit-of-analysis, we argue that maintaining teaching quality under these circumstances requires from Higher Education (HE) lecturers psychological resilience, but a degree of instructional resilience, a set of attitudes, abilities, and resources that allows HE lecturers to adapt their teaching without sacrificing too much educational quality This concept has not yet been investigated, it appears highly relevant for understanding how HE lecturers were able to cope with the global shift to online teaching ERT and which factors may have provided supports and challenges toward instructional resilience. Investigating this in the context of ERT appears timely and pertinent, as virtually all HE lecturers across the globe have been confronted with the challenges of suddenly adapting their teaching (Bozkurt et al, 2020), eliciting some degree of instructional resilience
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