Coping with COVID-19. Work life experiences of nursing, midwifery and paramedic academics: An international interview study

“Being in the digital box”. Academic staff experiences in online practical teaching: A qualitative study from six universities and countries

“…The lack of boundaries between work and home was a challenge for time management for both male and female participants. However, as in other studies [ 32 , 40 ], it has been observed that difficulties related to time management are experienced more by female academic staff. Increased childcare burden and spending more time on cooking combined with work responsibilities [ 41 ] created more pressure on time management.…”

“…Bdair [ 31 ] supported these findings by concluding that online learning enables academic staff to control the learning environment from student interruptions. One of the other advantages of online teaching has been the reduction of time spent traveling from home to work, which has also been reported in the literature [ 32 ]. According to the participants, online teaching provided advantages in terms of flexibility and accessibility.…”

“…According to the participants, online teaching provided advantages in terms of flexibility and accessibility. As mentioned in the literature [ 32 , 33 ], online education offers flexibility to regulate the daily dynamics to their time preferences. According to this study, being accessible to students was an advantage of online education.…”

“…One of the most important reasons for limited interaction is the lack of “real” eye contact, an essential pedagogical tool, in online education [ 36 ]. Another reason that disrupted the interaction was that the academic staff and students came together only on an online platform, resulting in an “invisible student” who could choose not to use a camera [ 32 , 37 ]. Similarly, in the study of Casacchia et al [ 38 ], academic staff complained about reduced interaction with students during lessons.…”