English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This qualitative study explores the impact of the emergency transition to remote education (ETRE) during the COVID-19 pandemic on instructors and students through the lens of self-determination theory (SDT). A modified thematic analysis of narratives from a cross-sectional survey revealed eight themes: Sense of loss/grief, Role conflict, Helplessness, I had no choice, This felt impossible, Lost connections, Am I safe, and They don’t care about me. Sub-themes expound on their associated themes. Participant narratives shared feelings of trauma and crisis as they related experiences of higher education during the mandated global shutdown. The stories of these experiences are indicative of loss of autonomy, competence, and relatedness, tenets of self-determination. These experiences, for the majority of students, led to a loss of motivation to learn, participate, or produce meaningful work. For most instructors, the experiences led to a similar lassitude and frustration. The authors conclude that the experience of the ETRE negatively impacted both teaching and learning in the higher education setting. Recommendations include further development in higher education to support both instructors’ and students’ self-determination during catastrophic change.

college teaching

“This Wasn’t Pedagogy, It Was Panicgogy”: Perspectives of the Challenges Faced by Students and Instructors during the Emergency Transition to Remote Learning Due to COVID-19