Dissecting Disruption in Academia: An Activity Theory Lens on Teaching Transition Amidst COVID-19
DOI:
https://doi.org/10.33423/jhetp.v24i6.7145Keywords:
higher education, activity theory, Q-methodology, pandemic teaching, digital pedagogy, onlineAbstract
This study examined the effects of the coronavirus pandemic on academic life at a British Columbia university. Analyzing professors’ and graduate students’ views using Q methodology and guided by activity theory, this study focused on the shift to emergency remote teaching. Participants ranked and sorted a 51-statement concourse, revealing a solution that reflected the shared values and beliefs held by those clustering together in each of four factors: Digitally Overwhelmed, Digital Optimists, Non-Digital Traditionalists, and Digital Empaths. These diverse perspectives offer valuable insights, enabling educational leaders to better adapt to support students and educators in a rapidly changing academic environment.
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