Transitioning to Online Teaching and Learning: A Discussion of Barriers Faced by Educators and Students in Higher Education during a Global Pandemic
Article
Brown-Wilsher, P. 2021. Transitioning to Online Teaching and Learning: A Discussion of Barriers Faced by Educators and Students in Higher Education during a Global Pandemic. Research in Teacher Education. 11 (2), pp. 6-11. https://doi.org/10.15123/uel.8q581
Authors | Brown-Wilsher, P. |
---|---|
Abstract | The Coronavirus pandemic and the resulting interruption of global education systems in more than 195 nations affected almost 1.8 billion students at all education levels. Strict measures including immediate lockdown and social- and self-distancing measures and policies were implemented. This sudden move has had a devastating and direct impact on schools, colleges and higher education institutions (HEIs), which led to closures (Huang et al., 2020), resulting in a 95% move from face-to-face teaching to online teaching and learning (Adnan & Anwar, 2020). This paper highlights some of the early educational barriers resulting from the Covid-19 pandemic by exploring them through Scholssberg et al. (1984) transition theory of 'moving in', 'moving through' and 'moving out' of a situation, which is, in this case, the pandemic. |
Journal | Research in Teacher Education |
Journal citation | 11 (2), pp. 6-11 |
ISSN | 2046-1240 |
2047-3818 | |
Year | 2021 |
Publisher | The School of Education and Communities, University of East London |
Publisher's version | License File Access Level Anyone |
Digital Object Identifier (DOI) | https://doi.org/10.15123/uel.8q581 |
Publication dates | |
Online | Nov 2021 |
Publication process dates | |
Deposited | 02 Mar 2022 |
Copyright holder | © 2021 The Author |
https://repository.uel.ac.uk/item/8q581
Download files
Explore this article
Explore this article
Editorial
Garby-Czerniawski, G. 2021. Editorial. Research in Teacher Education. 11 (2), p. 5. https://doi.org/10.15123/uel.8q580Addressing the Attainment Gap through Early Intervention: Assessment of the First of a Multi-Year Project
Ahmed, F. 2021. Addressing the Attainment Gap through Early Intervention: Assessment of the First of a Multi-Year Project. Research in Teacher Education. 11 (2), pp. 12-17. https://doi.org/10.15123/uel.8q582The Impact upon a Family of Having a Disabled Child
Williams, G. 2021. The Impact upon a Family of Having a Disabled Child. Research in Teacher Education. 11 (2), pp. 18-23. https://doi.org/10.15123/uel.8q583A Four-Phase Working Methodological Model for Conducting Action Research
Balmforth, N. 2021. A Four-Phase Working Methodological Model for Conducting Action Research. Research in Teacher Education. 11 (2), pp. 24-28. https://doi.org/10.15123/uel.8q584Teachers’ Perceptions of Creativity and How It Relates to Primary School Science: A Reflection
Stephens, K. 2021. Teachers’ Perceptions of Creativity and How It Relates to Primary School Science: A Reflection. Research in Teacher Education. 11 (2), pp. 29-34. https://doi.org/10.15123/uel.8q585Where Have All the Flowers Gone? A Case for Community Gardening for Education
James, M. 2021. Where Have All the Flowers Gone? A Case for Community Gardening for Education. Research in Teacher Education. 11 (2), pp. 35-38. https://doi.org/10.15123/uel.8q586271
total views192
total downloads2
views this month3
downloads this month