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Title [sv]
Snabbkurs i Corona: Covid-19 och digitalisering-konsekvenser för högre utbildning, undervisning och lärande
Title [en]
The Corona Crash Course: Covid-19 and digitalisation, implications for higher education teaching and learning
Abstract [sv]

Projektbeskrivning

Covid-19 har medfört snabba omställningar i universitetslärares undervisningsvardag. Digitaliseringen av undervisningen har bland annat inneburit undervisning från hemmet via Zoom, inga studentmöten, och digitaliserad examination.

Vad innebär denna snabba undervisningsförändring för universitetslärares syn på sin professionella yrkesroll samt på sin professionella yrkesutövning?

Frågeställningar i projektet

I projektet ställs följande frågor:

a. Hur uppfattar universitetslärare att förändringen påverkar yrkesutövningen?

b. Har lärare förändrat undervisnings- och bedömningsmetoder? Om så, på vilket sätt?

c. Har digitaliseringen av utbildning påverkat kommunikationen mellan lärare? Om så, hur?

d. På vilket sätt har universitetslärares karaktärisering av framgångsrika framtida undervisningsmiljöer förändrats under den initiala fasen av Covid-19 pandemin?

e. Hur uppfattar studenter och svarar på digitaliseringen av utbildningen?

Abstract [en]

Project description

The Covid-19-situation has brought rapid change to what it means to be a university teacher. At the level of everyday work, it has changed spaces, practices and potentially also the identity of individuals who work with teaching and research in higher education.

More concretely, the sudden changes due to Covid-19 has forced university teachers to work from home, give lectures on Zoom, refrain from face-to-face encounters in seminars, and examine students using new techniques, to mention but a few. In other words, with the surprising and immediate implementation of distancing measures due to Covid-19, university teachers, as a profession, were suddenly expected to be proficient in digitalised teaching.

Project research questions

This pilot project approaches the Covid-19-situation with one overarching research question: What does this rapid transformation, or even quantum leap, into digitalised higher education mean for university teachers’ sense of professional identity and professional practice?

The overarching question is broken down into the following research questions, constituting the bases for the proposed empirical studies in this project:

a. How do university teachers perceive that the transformation affects their profession?

b. Have teachers changed their methods of teaching and assessing? If so, in what ways?

c. Has the digitalisation of education affected communication between teachers? If so, how?

d. In what ways has university teachers’ characterisation of successful future higher education learning environments changed during the initial phase of the Covid-19-pandemic? In order to complement the teachers’ own perspective, an additional study aiming at collecting students’ voice is initiated.

Here, the guiding research question reads as follows:

e. How do students perceive and respond to the digitalisation of their education?

Co-InvestigatorLundberg, Adrian
Co-InvestigatorStigmar, Martin
Co-InvestigatorOlsson, Tobias
Co-InvestigatorLeijon, Marie
Co-InvestigatorRosenlund, David
Coordinating organisation
Malmö University
Funder
Period
2020-07-01 - 2022-03-31
National Category
Pedagogy
Identifiers
DiVA, id: project:2799

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