Institutional Support to Academic Wellbeing during COVID-19 Disruptions and the Move to Emergency E-Learning: A time to Signal SOS

Simple item page
avondale-bepress-to-dspace.facultyBusiness
avondale-bepress-to-dspace.licensehttp://creativecommons.org/licenses/by/4.0/
avondale-bepress-to-dspace.peer_review_statusPeer reviewed before publication
avondale-bepress.abstract<p>The COVID-19 restrictions in place for 2020 and 2021 were investigated in terms of the changing environment academics were forced into due to stay at home orders, where they entered into emergency e-learning, from home. The effects of emergency e-learning on academic’s workloads, job satisfaction and motivation, as well as overall wellbeing have yet to be investigated and reported. This identified gap in the literature enabled the generation of a research problem and research questions, on the challenges of emergency e-learning for academics in the higher education sector. Survey findings show institutions unprepared, academics untrained and under resourced and students disengaged with the online learning environment. The development of the SOS model is proposed as a recommendation that institutions need to Support their staff and students in the move to the Online environment, and to Supplement resources and training for academics delivering contact online that was designed for a face-to-face delivery.</p>
avondale-bepress.articleid1034
avondale-bepress.authorsLisa Barnes
avondale-bepress.context-key32271558
avondale-bepress.coverpage-urlhttps://research.avondale.edu.au/bit_papers/34
avondale-bepress.document-typearticle
avondale-bepress.field.author_faculty_disciplineBusiness
avondale-bepress.field.comments<p>Used by permission: the author.</p>
avondale-bepress.field.custom_citation<p>Barnes, L. (2022). <strong> </strong>Institutional support to academic wellbeing during COVID-19 disruptions and the move to emergency e-learning: A time to signal SOS. <em>Frontiers in Education Technology, 5</em>(3), 1-21. https://doi.org/10.22158/fet.v5n3p1</p>
avondale-bepress.field.distribution_licensehttp://creativecommons.org/licenses/by/4.0/
avondale-bepress.field.doihttps://doi.org/10.22158/fet.v5n3p1
avondale-bepress.field.embargo_date2022-11-15T00:00:00Z
avondale-bepress.field.field_of_education07 Education
avondale-bepress.field.for_20213904 Specialist studies in education
avondale-bepress.field.issn2576-1846
avondale-bepress.field.issue_number3
avondale-bepress.field.journalFrontiers in Education Technology
avondale-bepress.field.page_numbers1-21
avondale-bepress.field.peer_reviewBefore publication
avondale-bepress.field.publication_date2022-07-12T00:00:00Z
avondale-bepress.field.reportable_itemsC1
avondale-bepress.field.research_centreChristian Education Research Centre
avondale-bepress.field.staff_classificationPermanent
avondale-bepress.field.volume_number5
avondale-bepress.fulltext-urlhttps://research.avondale.edu.au/cgi/viewcontent.cgi?article=1034&amp;context=bit_papers&amp;unstamped=1
avondale-bepress.keywordsEmergency e-learning
avondale-bepress.keywordsacademic wellbeing
avondale-bepress.keywordsCOVID-19
avondale-bepress.label34
avondale-bepress.publication-date2022-07-12T00:00:00Z
avondale-bepress.publication-titleBusiness Papers and Journal Articles
avondale-bepress.statepublished
avondale-bepress.submission-date2022-11-15T19:01:12Z
avondale-bepress.submission-pathbit_papers/34
avondale-bepress.titleInstitutional Support to Academic Wellbeing during COVID-19 Disruptions and the Move to Emergency E-Learning: A time to Signal SOS
avondale-bepress.typearticle
dc.contributor.authorBarnes, Lisa
dc.date.accessioned2023-11-01T00:35:27Z
dc.date.available2023-11-01T00:35:27Z
dc.date.issued2022-07-12
dc.date.submitted2022-11-15T19:01:12Z
dc.description.abstract<p>The COVID-19 restrictions in place for 2020 and 2021 were investigated in terms of the changing environment academics were forced into due to stay at home orders, where they entered into emergency e-learning, from home. The effects of emergency e-learning on academic’s workloads, job satisfaction and motivation, as well as overall wellbeing have yet to be investigated and reported. This identified gap in the literature enabled the generation of a research problem and research questions, on the challenges of emergency e-learning for academics in the higher education sector. Survey findings show institutions unprepared, academics untrained and under resourced and students disengaged with the online learning environment. The development of the SOS model is proposed as a recommendation that institutions need to Support their staff and students in the move to the Online environment, and to Supplement resources and training for academics delivering contact online that was designed for a face-to-face delivery.</p>
dc.description.versionBefore publication
dc.identifier.citation<p>Barnes, L. (2022). <strong> </strong>Institutional support to academic wellbeing during COVID-19 disruptions and the move to emergency e-learning: A time to signal SOS. <em>Frontiers in Education Technology, 5</em>(3), 1-21. https://doi.org/10.22158/fet.v5n3p1</p>
dc.identifier.doihttps://doi.org/10.22158/fet.v5n3p1
dc.identifier.issn2576-1846
dc.identifier.urihttps://research.avondale.edu.au/handle/123456789/32271558
dc.language.isoen_us
dc.rights<p>Used by permission: the author.</p>
dc.rights.licensehttp://creativecommons.org/licenses/by/4.0/
dc.subjectEmergency e-learning
dc.subjectacademic wellbeing
dc.subjectCOVID-19
dc.titleInstitutional Support to Academic Wellbeing during COVID-19 Disruptions and the Move to Emergency E-Learning: A time to Signal SOS
dc.typeJournal Article
Files
Original bundle
No Thumbnail Available
Name:
4965_11923_1_PB.pdf
Size:
409.04 KB
Format:
Adobe Portable Document Format
Download
Collections
Business