Abstract
The COVID-19 Higher Education Literature Database (CHELD) was created in 2020 to assist researchers with the publication of systematic literature reviews by completing the first step in a systematic literature review for them. Initially containing the first six months of literature related to COVID-19 and teaching and learning in higher education, this short communication presents the updated database. The CHELD Version 2 contains all identified journal articles published between 1 January and 31 December 2020 using a systematic literature review method. The rigorous process of article selection provides researchers with a validated source of literature from which they can more rapidly draw meaningful conclusions about the impact of COVID-19 on higher education learning and teaching. Whilst initially created as a researcher tool, the CHELD v2 can also be used by university leaders to identify rapid response measures undertaken by other institutions, and by educators seeking to identify new innovations to support the quick transition to online or emergency teaching.
Highlights
The year 2020 was the most challenging year for global contemporary higher education
The purpose of this short communication is to provide an update to the first version of the COVID-19 Higher Education Literature Database (CHELD) to encompass six additional months of the literature on COVID-19 within the higher education discipline
This short communication reports on the research on COVID-19 and teaching and learning in higher education, published between 1 January 2020 and 31 December 2020
Summary
The year 2020 was the most challenging year for global contemporary higher education. The digital divide, across capabilities, technology, and connectivity, meant students could not continue their learning journey, educators were unable to engage with learners, and organisations were unable to support their staff and students. The difference between institutions with adaptive and agile crisis leadership and those without was evident (Bavik et al, 2021). This saw dichotomies of empowered staff and those that missed opportunities for professional learning, digitally capable graduates compared to students not meeting graduation requirements, and rapid policy changes protecting staff and students contrasted with at risk staff and students through the ongoing requirement to teach on campus. Other differences reported by the earliest global analysis of higher education (see Crawford et al, 2020) included innovations in curriculum delivery and assessment, a decrease in international enrolments and engagement, support of research activities, and partnerships across higher education institutions and with industry and peak bodies
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