Abstract
This article presents and discusses some of the paradoxes that teachers in the higher education sector encountered during the COVID-19 lockdowns. It takes a fresh look at data from a previous study involving 3,000 teachers and 20,000 students as the empirical background in the form of both quantitative and qualitative material. Based on a paradoxical-theoretical perspective, the article looks at teachers who had to teach online - some of them for the first time. The article finds that the lockdowns led to didactic situations in an online format that was paradoxically different from both familiar on-site and online teaching.
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