Accepting change or bouncing back? (London E-Learning Reading Group)

Do you think moving so much teaching and assessment online during lockdowns has permanently changed university education? Or was it a response to an emergency situation that no longer applies? How much should we keep up the level of innovation necessitated by the pandemic and how far are we planning to keep changes to practice introduced during the pandemic?

Join us on for an in-person discussion about accepting new technologies. Please feel free to bring refreshments/snacks to share.

Core text: Technology Acceptance Model (3:49 min video)

Questions to consider

• Does this model account for the mass increase of educational technology use 2020-22
• Does this model help predict if educators and institutions will continue to adopt new technologies at the same place post-pandemic?
• Do you have examples of large-scale educational technology acceptance from your own institutions during the past two years?

Secondary texts (read if you have time!)

Teaching online: Jaskiran Arora, Gurjeet Kaur Sahi & Nicholas Yates (2022) Will teachers continue to teach online post-COVID-19?, Behaviour & Information Technology, DOI: 10.1080/0144929X.2022.2060861

Lecturing (including lecture-capture): Robson L, Gardner B, Dommett EJ. The Post-Pandemic Lecture: Views from Academic Staff across the UK. Education Sciences. 2022; 12(2):123. https://doi.org/10.3390/educsci12020123

Videoconferencing (webinars): Nikou, S. A. 2021. “Web-based Videoconferencing for Teaching Online: Continuance Intention to use in the Post-COVID-19 Period.” Interaction Design and Architecture(S) 47: 123–143.

Questions to consider

Does your own experience support the idea that educational technologies/practices adopted during the pandemic will

• Continue to be used post-pandemic?
• Stop once staff and institutions have the choice to ‘bounce back’?
• Lead to increased ed-tech adoption in the coming years?
• Lead to decreased ed-tech adoption in the coming years?