Academic, interrupted: exploring learning, labour and identity at the outbreak of the COVID-19 pandemic

Variyan, George; Reimer, Kristin

doi:10.1080/0158037x.2021.1950670

Cited by 12 publications

(7 citation statements)

References 20 publications

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“…While teacher agency in times of COVID has been studied and shown to be variable (Damşa et al, 2021;Variyan & Reimer, 2021), student agency within the constraints of ERT has not. Student experiences within ERT highlight digital inequity such as access to working computers, strong internet connection, and productive spaces from which to study (Bashir et al, 2021;Guppy et al, 2022).…”

Section: Research In Emergency Remote Teachingmentioning

confidence: 99%

“…It has also identified the varied contextual constraints to learning thrown up by ERT. The shift to studying at home necessitated different arrangements, as spaces “… carry particular values and histories, which in turn influence how people act within them” (Variyan & Reimer, 2021 , p. 6). Study during ERT benefited from access to computers and fast internet connections (Castelli & Sarvary, 2021 ; Rizvi & Nabi, 2021 ; Weldon et al, 2021 ), as well as to adequate study spaces and support from other people (McKay et al, 2021 ; Rizvi & Nabi, 2021 ; Wilson et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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“Attending lectures in your pyjamas”: student agency in constrained circumstances

et al. 2022

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COVID-19 forced the digitalisation of teaching and learning in a response often described as emergency remote teaching (ERT). This rapid response changed the social, spatial, and temporal arrangements of higher education and required important adaptations from educators and students alike. However, while the literature has examined the constraints students faced (e.g. availability of the internet) and the consequences of the pandemic (e.g. student mental health), students’ active management of these constraints for learning remains underexplored. This paper aims to “think with” COVID-19 to explore student agency in home learning under constrained circumstances. This qualitative study used semi-structured interviews to understand the day-to-day actions of nineteen undergraduate students managing their learning during the COVID-19 lockdowns in Victoria, Australia. Emirbayer and Mische’s multiple dimensions of agency — iterative, projective, and practical-evaluative — are used to explore student experience. The findings illustrate students’ adaptability and agency in navigating life-integrated learning, with most of their actions oriented to their present circumstances. This practical evaluative form of agency was expressed through (1) organising self, space, time, and relationships; (2) self-care; and (3) seeking help. Although this study took place in the context of ERT, it has implications beyond the pandemic because higher education always operates under constraints, and in other circumstances, many students still experience emotionally and materially difficult times.

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Section: Research In Emergency Remote Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“Attending lectures in your pyjamas”: student agency in constrained circumstances

et al. 2022

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“…However, other studies found that academics reported that working from home during the pandemic has provided more flexibility and more time to concentrate on their work (Esteves et al, 2020 ). Furthermore, although working from home has been disempowering, demoralizing, and dehumanizing for some academics, it has been empowering, agentic, and humanizing for others (Variyan and Reimer, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Job Demands, Resources, and Future Considerations: Academics' Experiences of Working From Home During the Coronavirus Disease 2019 (COVID-19) Pandemic

Karatuna¹,

Jönsson

Muhonen

2022

Front. Psychol.

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The coronavirus disease 2019 pandemic has severely affected workers, workplaces, and working practices. In the higher education setting, universities have shifted to distance learning, resulting in profound changes in academics' work. In this study, we aimed to describe academics' job demands and resources related to changes in working conditions during the pandemic, and to examine how these changes have affected the perceived occupational wellbeing of academics. Additionally, we aimed to investigate academics' expectations and concerns for future academic working practices following the pandemic. The data were collected through semi-structured interviews with 26 academics working at various universities in Sweden. A content analysis was used to identify the key themes from the transcribed interviews. The results indicated that academics experienced a lack of face-to-face communication, absence of an academic environment, work overload, and work-home interference as demanding during the pandemic. In relation to resources, online communication options, appropriate working conditions, organizational-social support, and individual factors were perceived as important. Most respondents perceived negative occupational wellbeing outcomes. However, academics who had the appropriate resources were less likely to be affected by job demands. Academics' expectations for future academic work included continuation of working online, flexibility in the choice of workspace, and strengthened digital capacity. Their concerns were related to a lack of face-to-face interaction, management actions and economic implications, and pure digital education. This paper contributes to the literature by illustrating the complexity and diversity of experiences and preferences among academics that are important for universities to consider when organizing and managing future academic work.

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“…In addition, the practicum is also be used as a strategy to improve students' learning interests to get more understanding and develop their concepts (Hamidah et al, 2014). Practicum learning is carried out in the laboratory and surrounding environment, so the students are more motivated (Variyan & Reimer, 2021). An effective practicum learning process students a better understanding of and master biology concepts compared to those who study without practicum learning (Baken et al, 2020;Sudesti, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…The COVID-19 Pandemic impacted the education field, specifically the online learning process (Nisiforou et al, 2021). It affected the practicum activity that could not be held in the school laboratory (Variyan & Reimer, 2021). According to Kurniati et al (2021), practicum learning is difficult to implement during online learning.…”

Section: Introductionmentioning

confidence: 99%

The implementation of osmosis practicum during the COVID-19 pandemic

2022

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Biology lessons conducted online during the COVID-19 pandemic have hampered school implementation practicum activities. Therefore, it is necessary to conduct research that aims to describe the implementation ofbiology practicum during online learning. This research was conducted to determine the impact of online osmosis practicum during the COVID-19 pandemic in class XI MIPA 4 SMA Negeri 1 Sindang with a sample of 27 students of class XI MIPA 4 and 1 biology teacher. The method used in this research is descriptive qualitative. The sampling technique was carried out by the purposive sampling method. The instruments used are observation sheets, questionnaire sheets, interview sheets, documentation, and field notes. The data analysis technique used is descriptive qualitative analysis. The osmosis practicum process is carried out independently by students using the guidance from the teacher provided. The practicum results are then reported in an activity video, and the teacher will check the video. The results of the research carried out showed that the implementation of the osmosis practicum went well. The readiness of the tools and practicum materials is inthe very good category, students' understanding of doing practicum is in a good category, the conclusions are in a good category, and the practicum report is in the very good category. From the results obtained, it can beconcluded that the implementation of the osmosis practicum in class XI MIPA SMA Negeri 1 Sindang was carried out online is implemented properly and effectively.

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Academic, interrupted: exploring learning, labour and identity at the outbreak of the COVID-19 pandemic

Cited by 12 publications

References 20 publications

“Attending lectures in your pyjamas”: student agency in constrained circumstances

“Attending lectures in your pyjamas”: student agency in constrained circumstances

Job Demands, Resources, and Future Considerations: Academics' Experiences of Working From Home During the Coronavirus Disease 2019 (COVID-19) Pandemic

The implementation of osmosis practicum during the COVID-19 pandemic

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