Perspectives of teaching during the COVID-19 lockdown: a comparison of teaching in university bioscience programmes from around the world

Abstract

ABSTRACT Background The novel coronavirus disease (COVID-19), first recognised in Wuhan City, China, has spread rapidly around the world. As a result, record numbers of students are not attending University due to temporary closures mandated by governments in an attempt to reduce the number of cases. The COVID-19 outbreak has created challenges for academics and students in the process of adapting to online teaching and learning. Purpose The aim of this study was to explore the experiences of bioscience academics during the COVID-19 pandemic in June 2020. Design and methods Perspectives from academics across eight countries (Brazil, Georgia, Indonesia, Nigeria, Saudi Arabia, Sri Lanka, UK and USA) were included giving a global insight into the phenomena. A descriptive multiple case study approach was used with each academic in their context as the case. Thematic content analysis was used to analyse data, which enabled themes to emerge. Results and Conclusions Three major themes emerged from the experiences of the participants: (1) teaching methods, (2) emotions, and (3) support networks. Our results suggest there have been both benefits and challenges to the change in teaching methods and this is reflected in similarities across the case studies. One key finding was that both students and staff need to be better trained to use online platforms, and adequate peer support and technical support must be given to improve program effectiveness. The results of this study have contributed new information on teaching and learning throughout the pandemic and can be used as a platform for further research and also as a reflection for those making high-level decisions in policy in education in these interesting times.