Pandemic adaptions endure in HE teaching

The pandemic changed teaching – but post-crisis, it hasn’t changed back.

Jaclyn Broadbent and colleagues surveyed and interviewed academics from a “large comprehensive Australian university,” about teaching pre and post pandemic.

They found:   

  • Learning activities offered during the pandemic were good for students, giving them ways to engage that align with their needs and circumstances;
  • Academics were generally satisfied with changes in teaching approaches;
  • While there was less optimism about online exams (unsupervised, doubts about effectiveness) there was awareness of alternatives, such as authentic and scaffolded assessment.

Will it last? “COVID-19 likely provided an opportunity to experiment with different assessment methods, a view supported by our data, which shows a desire to innovate and to use the pandemic as an opportunity to do things differently.”

The long-term lesson from teaching in the pandemic may be how institutions deal with major change, say, for example, the impact of AI.

“When universities confront significant shifts … a multifaceted approach is essential,” they write.

“Universities must craft a clear strategic vision complemented by resource allocation and pragmatic implementation strategies.”

Local leaders need the authority to make changes that suit their disciplines.

“Front-line educators should have the autonomy, “to reflect, innovate and actualise strategic and operational changes.



Sign Up for Our Newsletter

Subscribe to us to always stay in touch with us and get latest news, insights, jobs and events!