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Published VersionCC BY-ND V4.0, Open Access
Journal article
Exploring disruption through the lens of an adapted Five Senses Framework
Journal of University Learning and Teaching Practice, Vol.20(7), pp.1-25
2023
Appears in COVID-19 Research
Abstract
In this paper we explore the complex array of issues that arose for students at a university located in regional Australia because of the rapid transition to online learning during the first COVID-19 lockdown that occurred between March to July 2020. This was a unique and unprecedented period in the Higher Education (HE) experience (Tice et al., 2021). Prior to COVID-19, the planned and careful movement of HE courses and programs to the online environment had been occurring for more than a decade. While transitioning to a fully online and distributed learning environment could be construed as a natural evolution of the technology-supported learning trajectory, as predicted by pro-technology pundits (Perelman, 1992), the move to technology-dependent learning was prompted by the health and welfare restrictions created by the COVID-19 pandemic. This forged uncharted territory for online learning and teaching at the regional Australian university where the research and survey took place. New student competencies were called upon including personal flexibility, patience, courage, and self-discipline combined with unstable internet connections, new information technology (IT) applications, and having suitable caring arrangements for children and family in place while studying outside of the traditional learning spaces. These were challenging times not only for individual students; indeed, these times tested the entire Higher Education sector.
Details
- Title
- Exploring disruption through the lens of an adapted Five Senses Framework
- Authors
- Theresa Ashford (Author) - University of the Sunshine Coast, Queensland, School of Law and SocietyPeter Innes (Author) - University of the Sunshine Coast, Queensland, Engage Research LabKaren Hands (Author) - University of the Sunshine Coast, Queensland, School of Business and Creative IndustriesSarah Casey (Author) - University of the Sunshine Coast, Queensland, School of Business and Creative IndustriesJacqui Blake (Author) - University of the Sunshine Coast, Queensland, School of Science, Technology and Engineering
- Publication details
- Journal of University Learning and Teaching Practice, Vol.20(7), pp.1-25
- Publisher
- University of Wollongong, Centre for Educational Development and Interactive Resources
- Date published
- 2023
- DOI
- 10.53761/1.20.7.09
- ISSN
- 1449-9789
- Copyright note
- © by the authors, in its year of first publication. This publication is an open access publication under the Creative Commons Attribution CC BY-ND 4.0 license.
- Organisation Unit
- School of Business and Creative Industries; School of Science, Technology and Engineering; Engage Research Lab; School of Law and Society
- Language
- English
- Record Identifier
- 99971298202621
- Output Type
- Journal article
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