GRIFFITHS, Teri-Lisa and DICKINSON, Jill (2024). The new artefacts: teaching development during the Covid-19 pandemic and implications for future practice. Higher Education Research and Development. [Article]
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The new artefacts.pdf - Accepted Version
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The new artefacts.pdf - Accepted Version
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Abstract
Within the context of a dynamic Higher Education environment, demands for
flexibility and technological advances present additional challenges for lecturers
who are required to simultaneously develop their own praxis whilst encouraging
students to engage with new and/or advanced digital tools. This paper draws on a
case study conducted at a post-1992 institution within the United Kingdom
during the Covid-19 pandemic. It combines the use of photovoice with an
abductive approach that draws on sociomateriality (specifically spatial theories),
to explore lecturers’ perspectives on shifting delivery modes, approaches to
supporting blended learning, and any changes in perceptions over time. The
findings reveal three themes: reshaping practice, teaching spaces, and
surveillance, and the paper draws on these to make a tri-fold contribution. First, it
identifies, and evaluates, a range of tools as ‘the new artefacts’, and associated
practices, that were foregrounded during this period. Second, it explores the
potential for developing approaches to delivery. Third, it makes
recommendations for the future advancement of HE policy and practice.
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