Suddenly moving large classes online: Illuminating the experienceof the teaching staff in one university

• Autores: Mark Anthony Glynn, Ann Marie Farrell, Karen Buckley, Rob Lowney, Sean M. Smyth, Suzanne Last Stone
• Localización: 7th International Conference on Higher Education Advances (HEAd'21) / Josep Domènech i de Soria (aut.), Paloma Merello Giménez (aut.), Elena de la Poza Plaza (aut.), 2021, ISBN 9788490489758, págs. 171-178
• Idioma: inglés
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• Resumen

  • In early 2020, the transition of large classes from the face-to-face to the online context occurred overnight and at scale at a time when the crisis was being faced at all levels of society, nationally and internationally.

    This paper is based on research which examined the impact of this sudden transition on large classes in Dublin City University with a view to illuminating the experience to inform future practice (Authors., in press). A rapid, systemised review of literature was carried out with the aim of contextualising data gathered through surveys with staff and students in relation to our experience of moving large classes online in the early stages of the Covid-19 pandemic. While the study examined the impact from the perspectives of teaching staff and students, this paper reports on the perspectives of teaching staff only. Large class teachers found this experience challenging, reporting a sense of isolation and worry. However, it would seem that opportunity was seen in the face of adversity, whereby staff have identified potential for better ways of doing things going forward as a result of their experiences between March and May 2020