CRADLE Seminar Series: Beyond Emergency Remote Teaching

The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts during the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022/2023).

We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations.

These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic.

Be part of this highly interactive session as Jaclyn unpacks the pre- and post effects and outcomes of the pandemic whilst provicating implications for the future.

Further reading: Broadbent, J., Ajjawi, R., Bearman, M. et al. Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?. Int J Educ Technol High Educ 20, 58 (2023). https://doi.org/10.1186/s41239-023-00428-z

is Pro Vice-Chancellor Sessional Academic Experience, Deputy Head of School (Psychology), and a Research Fellow at the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University. Jaclyn has PhDs in both Psychology and Education. Jaclyn’s research focuses on online self-regulated learning as well as the development, evaluation, and translation of effective teaching strategies to ensure student success. Jaclyn has won several awards for her teaching, including an Australian Award and Citation for University Teaching and Deakin Teacher of the Year

https://www.jaclynbroadbent.com

@jaqiBFT on X

Host or Publisher Centre for Research in Assessment and Digital Learning