Online academic support during the COVID-19 pandemic
Reflections on unexpected outcomes that challenge assumptions
Abstract
The shift to entirely online delivery due to the COVID-19 pandemic has been challenging for higher education institutions, students and staff. However, it has also led to new opportunities and new ways of working to deliver learning and teaching support online. In this reflective paper, we report on the outcomes of the shift to online academic support at our institution, and we specifically focus on how certain assumptions that we held about our students and our work with colleagues have been challenged over the last few months. We examine the four key areas of focus of our learning and teaching support service: in-class and individual student support, online resources, teaching support, and collaboration with other academic teams. We conclude by reflecting on how we adapted, the outcomes and how this will influence our practice beyond the time of the pandemic.
The copyright for articles in this journal is retained by the author(s), with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use with proper attribution in educational and other non-commercial settings. Authors submitting to this journal are assumed to agree to having their work archived by the National Library of Australia. Information on the National Library's PANDORA Archive can be found here.
