Finnegan-Kessie, Threase and Donnellan, Peter and Oswald, Teghan and Vaugh, Trevor
(2020)
Socially Distanced Higher Education: Redesigning Progress.
AISHE-J : The All Ireland Journal of Teaching and Learning in Higher Education, 12 (3).
ISSN 2009-3160
Abstract
The social distancing measures developed as an attempt to control the Covid-19 outbreak have had a major, long lasting effect on every aspect of society. Higher Education was dramatically affected by these social distancing measures, leading to the closure of campuses around the globe and the move to continue facilitating student learning online. In order to develop a Higher Education system in a future where the results of Covid-19 will be long lasting in our society, we require insight into the priorities of the Higher Education Institution as a whole. Here, we present a small sample of staff and student experiences of teaching and learning during the Covid-19 lockdown. Through their experiences, we see that the Higher Education Institution continued to ensure functional progress of students and staff during the lockdown; however, other equally important forms of progress were not prioritised. We argue that as we move into the future of Higher Education, it is vital that any changes made to the system take into account the ability for students to make functional, social and emotional progress through their studies.
| Item Type: |
Article
|
| Keywords: |
Student Experience; Staff Experience; Covid-19; Forms of Progress; |
| Academic Unit: |
Faculty of Social Sciences > Design Innovation |
| Item ID: |
15766 |
| Depositing User: |
Trevor Vaugh
|
| Date Deposited: |
04 Apr 2022 14:49 |
| Journal or Publication Title: |
AISHE-J : The All Ireland Journal of Teaching and Learning in Higher Education |
| Publisher: |
All Ireland Society for Higher Education (AISHE) |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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