Abstract
This paper takes a quantitative ethnographic approach to understand how the lockdown in the spring of 2020 affected the teachers’ work situation at a large university in Denmark. Based on free-text responses from survey data, we create epistemic networks to explore how teachers articulate changes, longings, and potentials for their own future digital teaching practices based on their experiences of the first lockdown. The findings illustrate that interaction and human contact, which play a pivotal role in teachers’ didactical skillsets and efforts to create good learning environments, were missing during the lockdown. The study also highlights that teachers’ perceptions of the inability of digital, technological solutions appear to relate to on-campus teaching ideals. As such, this paper argues that future crisis-handling, as well as developments and refinements of digital teaching formats, at the university, should be attentive to support and foster better areas of contact and interaction between students and teachers.
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Notes
- 1.
Another choice could have been the Moving Stanza Window, which models connections only when utterances are in close temporal proximity within an activity. However, as the free-text responses relate to the same overall questions, and each response is not temporally related as such, this method did not seem relevant.
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Nøhr, L., Løkkegaard, E.B., Horak, R., Stenalt, M.H., Misfeldt, M. (2022). Changes, Longings, and Potentials for Future Pedagogical Practices: Investigating University Teachers’ Experiences During the Spring 2020 Lockdown. In: Wasson, B., Zörgő, S. (eds) Advances in Quantitative Ethnography. ICQE 2021. Communications in Computer and Information Science, vol 1522. Springer, Cham. https://doi.org/10.1007/978-3-030-93859-8_21
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