The Post-Pandemic Lecture: Views from Academic Staff across the UK

Education Sciences

Benjamin Gardner¹  Eleanor J. Dommett¹  Louise Robson² 

[1] Department of Psychology, Institute of Psychology, Psychiatry and Neuroscience, King’s College London, London SE5 8AB, UK;School of Biosciences, Sheffield University, Sheffield S10 2TN, UK;

关键词: COVID-19;    lecturing;    lecture capture;    higher education;    flipped teaching;    blended learning;   

DOI  :  10.3390/educsci12020123

来源: DOAJ

【 摘 要 】

COVID-19 forced the closure of UK universities. One effect of this was a change in how lectures, and their recordings, were made and used. In this research, we aimed to address two related research questions. Firstly, we aimed to understand how UK universities replaced in-person lectures and, secondly, to establish what academic staff believed the post-pandemic lecture would look like. In a mixed-methods study, we collected anonymous quantitative and qualitative data from 87 academics at 36 UK institutions. Analysis revealed that respondents recognised the value and importance of interactive teaching and indicated that the post-pandemic lecture would and should make greater use of this. Data also revealed positive views of lecture capture, in contrast to pre-pandemic studies, and demonstrated that staff recognised their value for those who were unable to attend, or who had specific learning differences. However, staff also recognised the value of asynchronous lecture videos within a blended or flipped approach. This study provides evidence that the pandemic has engendered changes in attitudes and practices within UK higher education that are conducive to educational reform.

【 授权许可】

Unknown