Deliberative academic development with university teachers in times of crisis

Figures & data

Figure 1. Empty distribution grid used in t². Cards on top are placed on the grid through drag-and-drop.

Table 1. Participants’ correlation and considerable changes between t¹ and t².

#	G	Birthyear	HE	Position	Specialization	Correlation t^1/t^2	Considerable changes	Deliberation in t^3
1	M	1955	9	A	Computer science	23	11	X
2	M	1961	19	L	Computer science	41	6
3	M	1971	20	L	Political science	45	9	X
4	M	1963	26	P	Pedagogy	47	7	X
5	M	1947	30	L	Computer science	48	7	X
6	F	1955	8	L	Pedagogy	55	10
7	F	1976	10	A	Social work	55	6
8	M	1970	10	A	Computer science	55	6
9	F	1955	23	A	Higher education	56	5	X
10	F	1975	8	D	Sport sciences	58	3	X
11	M	1985	4	D	Criminology	65	4	X
12	M	1987	7	D	Criminology	66	3
13	M	1974	1	A	Pedagogy	69	2
14	F	1979	6	L	Public health	72	3	X
15	M	1984	11	D	Pedagogy	78	1	X

G = Gender, F = Female, M = Male. HE = Years of higher education teaching experience. D = Doctoral student, A = Adjunct (without PhD), L = Lecturer (with PhD), P = Professor.

Table 2. Q set consisting of 37 items ordered from most to the least considerable changes between t¹ and t².

Item	Statement	Considerable changes
25	The physical learning environment allows flexible teaching and learning	5
37	Videos of lectures to be watched as homework before class are created (flipped classroom)	5
5	Students are allowed to be creative and think outside the box	4
11	Students are taught to be supportive leaders in collaborative learning settings	4
18	Multiple channels to process and navigate information are used	4
22	Students are taught to identify the fitting sources of information	4
23	Students’ self-consciousness is fostered	4
31	Students are presented multiple perspectives and approaches, because teachers work in teams	4
32	Learning environments are inclusive in any possible way	4
13	Students are prepared to be effective communicators	3
16	Students are taught to separate fact from fiction	3
17	Technology-enhanced on-campus learning environments are implemented	3
27	Opportunities for students to make their own decisions while learning are provided	3
3	Students are taught to be good networkers	2
6	Students’ capability to understand information is stimulated	2
7	Students are given opportunities to study part-time in order to work and/or fulfil family commitments	2
8	Opportunities for students to study abroad are provided	2
9	Collaborative learning arrangements for students are created	2
15	Opportunities for students to go on expeditions and engagement in in-depth study of topics are given	2
19	Students are encouraged to navigate in and across different languages while learning	2
21	Higher education teaching and learning is nearly paper free	2
29	A safe learning environment for all students is created	2
33	Quests to accomplish specific goals in a game-based learning environment are provided	2
36	Students learn through the experience of solving a problem found in trigger material, while teachers support and guide	2
1	Students’ critical thinking skills are improved	1
2	Students’ learning experience is improved by supervising them in a supportive way	1
4	Students are prepared for lifelong learning by focusing on learning strategies	1
10	Students’ capability to self-start learning is fostered	1
12	Students’ mental health is monitored to avoid drop-outs	1
14	Students’ ability to complete work in an appropriate amount of time is promoted	1
20	Students are engaged in hands-on learning settings allowing physical experience, such as role plays and debates	1
24	Possibilities for students to access teaching from distance are created	1
26	English as a medium of instruction is used whenever possible to prepare students for an international market	1
34	A gender responsive pedagogy is applied	1
35	Students are mainly assessed in a formative manner	1
28	Every student’s individual needs are acknowledged and met	0
30	Lectures are used to achieve equal opportunities	0