Teaching and Learning under COVID-19 Public Health Edicts: The Role of Household Lockdowns and Prior Technology Usage

Autor/inn/en	Guppy, Neil; Boud, David; Heap, Tania; Verpoorten, Dominique; Matzat, Uwe; Tai, Joanna; Lutze-Mann, Louise; Roth, Mary; Polly, Patsie; Burgess, Jamie-Lee; Agapito, Jenilyn; Bartolic, Silvia
Titel	Teaching and Learning under COVID-19 Public Health Edicts: The Role of Household Lockdowns and Prior Technology Usage
Quelle	In: Higher Education: The International Journal of Higher Education Research, 84 (2022) 3, S.487-504 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-021-00781-w
Schlagwörter	COVID-19; Pandemics; Public Health; School Closing; Technological Literacy; Prior Learning; Electronic Learning; Web Based Instruction; Distance Education; College Students; College Faculty; Foreign Countries; Asia; Australia; Europe; North America + Suchen Sie Ihr Suchwort? Gesundheitswesen; School closings; Schule; Schließung; Schließung (von Schulen); Technisches Wissen; Vorkenntnisse; Web Based Training; Distance study; Distance learning; Fernunterricht; Collegestudent; Fakultät; Ausland; Asien; Australien; Europa; Nordamerika
Abstract	Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students' main learning space, and technology became the sole medium of instructional delivery. We use the ideas of "digital disconnect" and "digital divide" to examine, for students and faculty, their prior experience with, and proficiency in using, learning technology. We also explore, for students, how household lockdowns and digital capacity impacted learning. Our findings are drawn from 3806 students and 283 faculty instructors from nine higher education institutions across Asia, Australia, Europe, and North America. For instructors, we find little evidence of a digital divide but some evidence of a digital disconnect. However, neither made a difference to self-reported success in transitioning courses. Faculty instructors were impacted in a myriad of diverse ways. For students, we show that closure and confinement measures which created difficult living situations were associated with lower levels of confidence in learning. The digital divide that did exist among students was less influential than were household lockdown measures in undermining student learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01