Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/32432
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dc.contributor.authorWebb, Aleksandraen_UK
dc.contributor.authorMcQuaid, Ronald Williamen_UK
dc.contributor.authorWebster, C William Ren_UK
dc.date.accessioned2021-03-17T01:03:19Z-
dc.date.available2021-03-17T01:03:19Z-
dc.date.issued2021en_UK
dc.identifier.urihttp://hdl.handle.net/1893/32432-
dc.description.abstractPurpose: This article investigates some ongoing issues faced by Higher Education Institutions (HEIs) having to rapidly move their teaching online during the early stages of the COVID-19 pandemic. Design/methodology/approach: The article incorporates a review of academic and policy literature concerning digitalisation and online learning in universities, and qualitative interviews with staff involved in online teaching and learning at a university in Scotland. Findings: For most HEIs and organisations across the globe, the COVID-19 pandemic has accelerated the speed at which digitalisation and digital ways of working have been embedded in organisational life and service delivery including new ways of learning and working. This has led to a recognition of the need for practically-focused, effective inclusive digital interventions. A range of initiatives have been developed or accelerated in response to the pandemic are discussed. These should be explicitly designed and implemented to also reach individuals from disadvantaged backgrounds, including those with low skill levels or qualifications and older age groups. Effort is also needed by policy-makers and HEIs to better understand the challenges and unintended consequences that digital learning and working poses. Originality/value of the paper: This article provides an analysis of the processes, issues and impacts associated with the rapid shift to digitisation in HEIs at a point in time shortly following the onset of the COVID-19 pandemic in 2020. It raises issues around inclusivity of online learning, pedagogic issues, unintended consequences of digitalisation and privacy issues when moving to online teaching relevant both during the pandemic and in the longer term. Research limitations/implications: More research is needed into the methods and implications of increased online teaching. The range of interviewees is limited to one main organisation. A wider range of staff, students, HEIs and other types of organisation would add additional insights. Practical implications: Insights from interviews highlight a number of institutional responses to digitalisation, which were accelerated by the Covid-19 pandemic. These identify learning and reflection points for HEIs moving to enhanced online teaching provision.en_UK
dc.language.isoenen_UK
dc.publisherEmeralden_UK
dc.relationWebb A, McQuaid RW & Webster CWR (2021) Moving learning online and the COVID-19 pandemic: a university response. World Journal of Science, Technology and Sustainable Development, 18 (1), pp. 1-19. https://doi.org/10.1108/wjstsd-11-2020-0090en_UK
dc.rightsPublisher policy allows this work to be made available in this repository. Published in World Journal of Science, Technology and Sustainable Development by Emerald. The original publication is available at: https://doi.org/10.1108/wjstsd-11-2020-0090. This article is deposited under the Creative Commons Attribution Non-commercial International Licence 4.0 (CC BY-NC 4.0). Any reuse is allowed in accordance with the terms outlined by the licence (https://creativecommons.org/licenses/by-nc/4.0/). To reuse the AAM for commercial purposes, permission should be sought by contacting permissions@emeraldinsight.com.en_UK
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/en_UK
dc.subjectUniversityen_UK
dc.subjectOnline teachingen_UK
dc.subjectDigitalisationen_UK
dc.subjectCOVID-19en_UK
dc.subjectPandemicen_UK
dc.titleMoving learning online and the COVID-19 pandemic: a university responseen_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.1108/wjstsd-11-2020-0090en_UK
dc.citation.jtitleWorld Journal of Science, Technology and Sustainable Developmenten_UK
dc.citation.issn2042-5945en_UK
dc.citation.volume18en_UK
dc.citation.issue1en_UK
dc.citation.spage1en_UK
dc.citation.epage19en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.contributor.funderEuropean Commission (Horizon 2020)en_UK
dc.author.emailronald.mcquaid@stir.ac.uken_UK
dc.citation.date02/03/2021en_UK
dc.contributor.affiliationManagement, Work and Organisationen_UK
dc.contributor.affiliationManagement, Work and Organisationen_UK
dc.contributor.affiliationManagement, Work and Organisationen_UK
dc.identifier.wtid1713779en_UK
dc.contributor.orcid0000-0002-7672-3411en_UK
dc.contributor.orcid0000-0002-5342-7097en_UK
dc.contributor.orcid0000-0003-1211-6898en_UK
dc.date.accepted2021-02-15en_UK
dcterms.dateAccepted2021-02-15en_UK
dc.date.filedepositdate2021-03-16en_UK
dc.relation.funderprojectCoordinated higher institutions (universities) responses to digitalization (ESCALATE)en_UK
dc.relation.funderref2019-1-RO01-KA203-063214en_UK
dc.subject.tagCOVID-19en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorWebb, Aleksandra|0000-0002-7672-3411en_UK
local.rioxx.authorMcQuaid, Ronald William|0000-0002-5342-7097en_UK
local.rioxx.authorWebster, C William R|0000-0003-1211-6898en_UK
local.rioxx.project2019-1-RO01-KA203-063214|European Commission (Horizon 2020)|en_UK
local.rioxx.freetoreaddate2021-03-16en_UK
local.rioxx.licencehttp://creativecommons.org/licenses/by-nc/4.0/|2021-03-16|en_UK
local.rioxx.filenameWJSTSD Webb et al Scotland paper_final - revised 120221.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source2042-5945en_UK
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