‘Out of touch’ University teachers’ negative engagements with technology during COVID-19

Research output: Contribution to journal › Journal article › Research › peer-review

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‘Out of touch’ University teachers’ negative engagements with technology during COVID-19. / Aagaard, Jesper; Stenalt, Maria Hvid; Selwyn, Neil.

In: Learning and Teaching, Vol. 16, No. 1, 03.2023, p. 98-118.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Aagaard, J, Stenalt, MH & Selwyn, N 2023, '‘Out of touch’ University teachers’ negative engagements with technology during COVID-19', Learning and Teaching, vol. 16, no. 1, pp. 98-118. https://doi.org/10.3167/latiss.2023.160106

APA

Aagaard, J., Stenalt, M. H., & Selwyn, N. (2023). ‘Out of touch’ University teachers’ negative engagements with technology during COVID-19. Learning and Teaching, 16(1), 98-118. https://doi.org/10.3167/latiss.2023.160106

Vancouver

Aagaard J, Stenalt MH, Selwyn N. ‘Out of touch’ University teachers’ negative engagements with technology during COVID-19. Learning and Teaching. 2023 Mar;16(1):98-118. https://doi.org/10.3167/latiss.2023.160106

Author

Aagaard, Jesper ; Stenalt, Maria Hvid ; Selwyn, Neil. / ‘Out of touch’ University teachers’ negative engagements with technology during COVID-19. In: Learning and Teaching. 2023 ; Vol. 16, No. 1. pp. 98-118.

Bibtex

@article{a3e61afd5c1d4afa964795bbae9def87,
title = "{\textquoteleft}Out of touch{\textquoteright} University teachers{\textquoteright} negative engagements with technology during COVID-19",
abstract = "In the wake of COVID-19, enthusiasm is growing for hybrid and other blended forms of teaching. Before celebrating the hybrid future of education, however, it is instructive to interrogate its hybrid presence. Accordingly, this article explores pedagogical challenges prompted by the pandemic pivot to online teaching. Analysing qualitative survey data from Danish university teachers (n = 488), we identify five critical stances towards educational technology: (1) technologies are fine when used correctly; (2) technical issues are a major obstacle; (3) hybrid teaching is overwhelming; (4) one{\textquoteright}s sense of students suffers online; and (5) students hide behind their screens. Based on these results, this article identifies two challenges for the hybrid future of education: the problem of presence and the webcam-related tension between surveillance and care",
keywords = "educational technology, hybrid, interaction, online education, presence, surveillance",
author = "Jesper Aagaard and Stenalt, {Maria Hvid} and Neil Selwyn",
note = "Publisher Copyright: {\textcopyright} The Author(s)",
year = "2023",
month = mar,
doi = "10.3167/latiss.2023.160106",
language = "English",
volume = "16",
pages = "98--118",
journal = "Learning and Teaching",
issn = "1755-2273",
publisher = "Berghahn Books Ltd.",
number = "1",

}

RIS

TY - JOUR

T1 - ‘Out of touch’ University teachers’ negative engagements with technology during COVID-19

AU - Aagaard, Jesper

AU - Stenalt, Maria Hvid

AU - Selwyn, Neil

N1 - Publisher Copyright: © The Author(s)

PY - 2023/3

Y1 - 2023/3

N2 - In the wake of COVID-19, enthusiasm is growing for hybrid and other blended forms of teaching. Before celebrating the hybrid future of education, however, it is instructive to interrogate its hybrid presence. Accordingly, this article explores pedagogical challenges prompted by the pandemic pivot to online teaching. Analysing qualitative survey data from Danish university teachers (n = 488), we identify five critical stances towards educational technology: (1) technologies are fine when used correctly; (2) technical issues are a major obstacle; (3) hybrid teaching is overwhelming; (4) one’s sense of students suffers online; and (5) students hide behind their screens. Based on these results, this article identifies two challenges for the hybrid future of education: the problem of presence and the webcam-related tension between surveillance and care

AB - In the wake of COVID-19, enthusiasm is growing for hybrid and other blended forms of teaching. Before celebrating the hybrid future of education, however, it is instructive to interrogate its hybrid presence. Accordingly, this article explores pedagogical challenges prompted by the pandemic pivot to online teaching. Analysing qualitative survey data from Danish university teachers (n = 488), we identify five critical stances towards educational technology: (1) technologies are fine when used correctly; (2) technical issues are a major obstacle; (3) hybrid teaching is overwhelming; (4) one’s sense of students suffers online; and (5) students hide behind their screens. Based on these results, this article identifies two challenges for the hybrid future of education: the problem of presence and the webcam-related tension between surveillance and care

KW - educational technology

KW - hybrid

KW - interaction

KW - online education

KW - presence

KW - surveillance

U2 - 10.3167/latiss.2023.160106

DO - 10.3167/latiss.2023.160106

M3 - Journal article

AN - SCOPUS:85152038436

VL - 16

SP - 98

EP - 118

JO - Learning and Teaching

JF - Learning and Teaching

SN - 1755-2273

IS - 1

ER -

ID: 356514067