The Impact of COVID-19 on Teaching and Learning in Higher Education


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Series: Education in a Competitive and Globalizing World

BISAC: EDU015000

Target Audience: Lecturers, Academic Course Designers, Researchers, Learning Technologists, E-Learning Designers, Academic Programme Developers, Professors, Faculty Deans

The outbreak of the COVID-19 pandemic has generated much uncertainty around the HE landscape. Global lockdown measures led to moving to an online mode for teaching and learning. Scholars have reported that the physical closure of HE institutions has been detrimental to student learning worldwide, whilst others have advocated the possible opportunities that may arise from reshaping HE through technologies. The disruption caused to education by the pandemic has had a significant impact on the learning experience for students; self-directed study time has increased, levels of stress and anxiety experienced by students has increased, and the lack of face-to-face interaction with lecturers and other students has led to feelings of isolation. Educators have reported that due to the immediate urgency of the lockdown there was little time to plan in advance for online delivery and assessment. From a financial perspective, the effects of the pandemic led to a loss for UK universities of £790 million during 2020, which is forecast to increase to a loss of £2.6bn during 2021. Enrolment numbers have declined, and the recruitment of international students, who make up a high number of the market sector, has been severely impacted. It is clear that HE institutions as a whole are facing significant challenges in these uncertain times.

This edited collection addresses the need to examine the far-reaching impacts of the COVID-19 pandemic upon teaching and learning in higher education, examining the challenges and opportunities associated with the impact of the COVID-19 pandemic and outlining current perspectives, practices and innovations which will contribute to an understanding of the current situation for higher education institutions. Research and best practices on adapting to online modes of delivery and the implications of this are reported upon. The need for this edited collection is to share best practices with educators during this time of uncertainty.

Table of Contents


Chapter 1. Enabling Transition to Online Teaching during COVID-19 through a Peer-Supported Collaborative Environment
(Bowen Yang, Zainurul Abd Rahman, Joannette Bos and David Robertson – Monash Sustainable Development Institute, Monash University, Australia)

Chapter 2. Towards a Digital Pedagogy of Inclusive Active Distance Learning
(Helen Caldwell, Emma Whewell, Cristina Devecchi, Mary Quirke, & Conor McGukin – University of Northampton, UK, et al.)

Chapter 3. Staying Connected: Minimizing Isolation and Building Learning Communities via Chatbot Technology
(Sylvie Studente – Regent’s University London, United Kingdom)

Chapter 4. Designing and Delivering Online Education: One Size Does Not Fit All
(Filia Garivaldis, Mark Boulet, Bowen Yang & Sarah Kneebone – Monash Sustainable Development Institute, Monash University, Victoria, Australia)

Chapter 5. The Effect of Mitigation Strategies on University Students’ Mental Health and Wellbeing: A Review of Preliminary Studies
(Sylvie Studente, Stephen Ellis & Bhavini Desai – Regent’s University London, United Kingdom)

Chapter 6. Wellbeing in the Time of COVID
(Stephen McKenzie, Michelle Jongenelis & Litza Kiropoulos – School of Psychological Sciences, University of Melbourne, Melbourne, Australia)

Chapter 7. Examination of the Future for Lectures and Seminars for Students – In Business Modules, in the 21st Century
(Philip Mayer – Lecturer, Oxford Business College, Oxford, UK)

Chapter 8. How has COVID-19 Shifted How We Support, Recognise and Measure Student Engagement?
(Rachel Bassett-Dubsky – Faculty of Health, Education and Society, University of Northampton, UK)

Chapter 9. The impact of COVID-19 on Student Engagement and Experience
(Bhavini Desai – Regent’s University London, United Kingdom)

Chapter 10. Summing Up the Impact of COVID-19 on Student Experience and Expectations
(Stephen Ellis – Regent’s University London, London, UK)

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