Visualizing the COVID-19 pandemic response in Canadian higher education: an extended photo essay

Metcalfe, Amy Scott

doi:10.1080/03075079.2020.1843151

Cited by 37 publications

(32 citation statements)

References 14 publications

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“…The move towards online environments entailed a number of challenges and some disruption at different levels (Metcalfe, 2020;Yang, 2020), namely in terms of remote teaching and assessment. For instance, academic dishonesty has been identified by far as the most frequently discussed challenge in higher education, since the capacity to control students' actions is reduced (Guangul et al, 2020;OECD, 2020).…”

Section: Remote Assessment In Higher Educationmentioning

confidence: 99%

Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors

et al. 2021

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The COVID-19 pandemic brought about a global crisis affecting all sectors of society. Higher education is no exception. The closure of higher education institutions has dictated a sudden and unexpected transition from face-to-face to remote teaching to mitigate the spread of the SARS-CoV-2. This paper draws upon a wider piece of research which aimed to understand how higher education students adapted to the closure of their institution and how they looked at their experience of online teaching and learning. In total, 2718 students from different Portuguese higher education institutions participated in the study. Findings showed that both personal and contextual factors explained students' positive or negative adaptation to online teaching and learning as a result of the closure of higher education institutions. Institutional and pedagogical responses, individual selfregulatory and socio-emotional competencies and adequate resources were factors that led to either a more positive or negative student experience of online teaching and learning in times of

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Section: Remote Assessment In Higher Educationmentioning

confidence: 99%

Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors

et al. 2021

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“…As academics, we require personal interaction to do our best work. Nothing can replace the informal discussions with colleagues that not only combat social isolation but also spark creativity (Metcalfe, 2021). From this study we can conclude that issues around creating a sense of community in the classroom are one of the more significant challenges experienced by faculty.…”

Section: Discussionmentioning

confidence: 77%

“…The isolation resulting from the shift to online learning impacted productivity, creativity, and mental well-being of students and faculty members alike (Goedegebuure & Meek, 2021). Working, learning, and caregiving from home made finding quiet, uninterrupted space a rarity, further enhancing the inequities experienced amongst faculty members (Metcalfe, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Experiencing the shift: How postsecondary contract and continuing faculty moved to online course delivery

Danyluk

Burns

2021

Brock Education Journal

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The shift to online learning that occurred in March of 2020, created an unprecedented period of intense work for faculty and sessional instructors at the post-secondary level. This shift necessitated courses be adapted under short timelines, new technology be integrated into course design and teaching strategies and assessment methods be adapted for an online environment (Van Nuland et al., 2020). This study examines how sessional instructors, referred to in this chapter as contract faculty, and continuing full-time faculty members delivering the same online courses experienced this shift. While the demands of a continuing faculty position call for balancing of teaching, research and service responsibilities, contract instructors have their own unique stressors (Karram Stephenson et al., 2020). Contract faculty lack job security, are paid by the course and often receive their teaching assignments with short notice. By examining their perspectives on delivering the same courses online, we learn that the shift to online teaching resulted in additional work in order to adapt courses to the online environment, with faculty describing the challenges of balancing the additional work with other responsibilities of their position. Concerns of participants focused on a perceived inability to develop relationships with students in an online environment.

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“…It is obvious that the COVID-19 pandemic only aggravated the existing problem and caused unprecedented shifts in the higher education all over the world. Amy Scott Metcalfe, practicing a photographic evidence method for the phenomenon of pandemic education, writes in her brilliant article: "Attempting to make sense of the 2020 pandemic can be understood, meta-cognitively speaking, as academia's quintessential response to the unknown, coupled with a sector-wide existential crisis" [26].…”

Section: Studying a Problem Of Students' Moral Attitudes Transformations In Connection With Unplanned Change Of The Education Mode Onto Tmentioning

confidence: 99%

COVID-19 and Maintaining Public Health within Student Community: Moral Difficulties Faced by Students

Paulava¹,

Kamenska²,

Terzi³

et al. 2021

ujph

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The research was aimed to develop a set of recommendations on maintaining public health within student community. For the practical achievement of the research goal, there were studied: students' self-perceived health status and their physical and moral reaction to COVID-19; their thoughts while onlooking relatives' reaction in the conditions of self-isolation, and students' opinion on new interaction with tutors in frame of online education. This part of the research was carried out from November, 2020 till May, 2021. Respondents were the students of South region of Ukraine, who study disciplines with some risk for public health system, namely, future seafarers and medical workers. In our work we drew on theoretical and practical conclusions made by the American, European and Ukrainian researchers of public health system and of cooperation between a teacher and a student in the conditions of COVID-19 pandemic. The theoretical aspect devoted to specification of such concepts as "public health", "public health within student community", is connected with the practical one, and allows to elaborate the unique research tooling and to reflect its components during a sociological poll with the help of questionnaire analysis. Application part of work is based on an empirical social research of transformations of students' feelings and opinions under the influence of pandemic, drawing on the analysis of moral difficulties that the students of higher educational institution faced in terms of sudden and drastic change to a remote format of learning being fully separated from an educational group. Recommendations and conclusions are made by the authors in order to safeguard public health within student community.

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Visualizing the COVID-19 pandemic response in Canadian higher education: an extended photo essay

Cited by 37 publications

References 14 publications

Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors

Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors

Experiencing the shift: How postsecondary contract and continuing faculty moved to online course delivery

COVID-19 and Maintaining Public Health within Student Community: Moral Difficulties Faced by Students

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