The COVID-19 pandemic instigated an unprecedented impact on human life worldwide. One area subject to significant disruption was education, with the majority of teaching redirected to online platforms. Much attention was given to the impact of this on students’ learning, but less on the impact on those delivering such learning, particularly at higher education (HE) level. The current study addressed this by examining the impact of transitioning to online teaching on UK HE academics (lecturers and teaching staff) during the pandemic. Reflexive thematic analysis was applied to one-to-one semi-structured interviews with twenty-two HE academics from across the UK. Key themes identified were Unachievable expectations, Contrasting support, and Toll on wellbeing. Findings suggested that unrealistic expectations and lack of support from institutions (though not colleagues) had a damaging effect on academics’ wellbeing. Barriers and challenges faced by HE academics to do their jobs during this period of uncertainty were also highlighted.
|Publication status||Published - 2022|
|Event||UWS Research Festival - University of the West of Scotland, United Kingdom|
Duration: 20 Jun 2022 → 24 Jun 2022
|Symposium||UWS Research Festival|
|Period||20/06/22 → 24/06/22|
- online teaching
- higher education