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

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.

KEYWORDS:

• Coronavirus
• COVID-19
• higher education

Introduction

In late December 2019, an outbreak of the novel coronavirus (COVID-19) was first identified in Wuhan City, China (Chahrour et al. 2020). This strain spread quickly across China and within a few weeks the virus appeared in many countries across the globe (WHO 2020a). On 11 March 2020, the World Health Organization (WHO) declared the COVID-19 epidemic a pandemic (WHO 2020b).

Efforts to contain the spread of COVID-19 had provoked governments across the world to temporarily close educational institutions (Sahu 2020). The closure of Universities is often seen as a non-pharmaceutical intervention to break the chain of transmission by reducing social contact between students (Jackson et al. 2013). Thus, University closures are expected to reap several benefits including: the slowing down of the pandemic to allow time for the production of a vaccine, limiting the pressures on the health-care system and preventing illness-related absenteeism within the population (Cauchemez et al. 2009). As of 6 July 2020, 690,211,490 students (pre-primary, primary, lower-upper secondary, as well as tertiary education levels) were affected due to closure of educational institutes. According to UNESCO, 42 countries implemented national closure of educational institutes, impacting over 39.4% of the world’s student population (UNESCO 2020b).

Since spring 2020, many Universities have made the move from traditional in-class teaching to online education. The migration to online learning was seen as an important step for Universities relying on the income of international students who were unable to leave their home country and for students and staff unable to attend University as they were quarantined at home (Crawford et al. 2020). For low-income countries, approximately 25% could provide a form of distance learning for k-12 education, and most of these countries relied on broadcasting education in the form of TV or radio. Whilst in high-income countries, approximately 90% of schools are providing online learning (Vegas 2020). The severe short-term disruption of University closures could potentially have detrimental social, health and economic consequences for academics, students and their families (Nicola et al. 2020; Van de Velde et al. 2021). Closures of educational institutions have illustrated several adverse social and economic consequences, including adapting to interrupted and online distance learning, a rise in dropout rates and social isolation (UNESCO 2020a; Grubic, Badovinac, and Johri 2020; Son et al. 2020). It is also possible that some students will be faced with various problems related to accommodation, University healthcare systems, neurodiversity support and access to Internet (Sahu 2020; Cecilio-Fernandes et al. 2020; Wilson et al. 2020; Katz et al. 2021). Students living in poverty are highly vulnerable to poor nutrition, increased exposure to violence and exploitation, childcare issues and subsequent financial hardship among families who can no longer work (UNESCO 2020a; Owens et al. 2020; Lee 2020; Ertan et al. 2020). It is important to note that the disruptions caused by COVID-19 will not be a short-term issue for Universities globally and are expected to exacerbate existing inequalities (Burgess and Sievertsen 2020).

It is academic staff, however, who have been at the forefront of adapting to non-traditional/online modes of education. Responses to the pandemic have been rushed and with little prior training. There is now an opportunity to capture how academics have responded to this upheaval and their perspective on how this will affect education going forward.

Universities across the world are responding to closures and dealing with the challenges posed to them in diverse ways (Crawford et al. 2020). Thus, the purpose of this study is to investigate the different responses to COVID-19 from the perspectives of academics teaching biosciences, representing Universities globally. This global perspective is not often captured and will provide insights into the similarities and differences of the experience of this phenomenon from the academics’ perspective.

Aims of research

Capture the experience of Bioscience academics’ response to COVID-19 and its impact on their teaching and learning

Analyse themes emerging from the data uncovering similarities and differences between situations

Explore the viewpoint of academics from different countries on how the landscape of teaching and learning will change post COVID-19

Research question

What is the experience of academics teaching in the biosciences in their response to the COVID-19 pandemic and its impact on their teaching and learning?

Materials and methods

This research explored the authors’ knowledge and experience of the COVID-19 pandemic and its impact on their teaching (Bryman 2016). In this work, we did not attempt to offer an ontologically general or realist account of teaching and learning during COVID-19, as each situation is relative to the understanding of the individual writing their case study (Lincoln and Guba 2016). Instead, using a constructivist epistemology, we looked for themes within the rich narrative of those experiencing the same phenomenon in their context. The reason for this approach was that we wished to acknowledge that each individual will have a different experience of teaching biosciences at the beginning of the Covid pandemic and using constructivism will allow us to explore these experiences.

Sampling was non-probabilistic as data were not used for statistical purposes (Merriam and Tisdell 2015), but to analyse what was occurring within biology teaching and learning in higher education institutions (HEIs) in response to the COVID pandemic. Consequently, purposeful sampling was used to obtain a well-spread sample (Merriam and Tisdell 2015) rather than a determined random sample from the study population (Thompson 2012).

To address our research question, we adopted a descriptive multiple case study methodology where a case example was considered the experience of the academic in their institution. We used this definition of a case to take into account individual experiences of teaching during Covid within the individual’s environment. Each case can be considered the context of the individual and their institution and country. In educational research, case studies are especially useful as they can examine challenges, which may then lead to improving practice (Bassey 1999; Campbell 2015). The term ‘case study’ can be used in three different ways (Savin-Baden and Major 2012). Firstly, the case may be the limits and boundaries of the phenomenon being studied. Secondly, the case study can define a research approach and finally, it can outline the way the research is presented as a description of a qualitative study. The current research uses the term case study in all three respects to some extent. The boundary of the case in question is the academics involved in teaching in the biosciences each in their individual context. The method to create these cases was a set of semi-structured prompts, collected from participants on the 10^th of June 2020. For the semi-structured prompts, we did not use the research questions as this would have made the scope of the case study too narrow. Instead, we used the following six questions:

1. What are the current educational state of affairs in your country/how are you providing learning experiences?

2. How do you feel your national culture impacts the education provided? What are the perceptions of your students?

3. How have you adapted taught content and/or assessments?

What do you perceive are the main barriers for students fully engaging optimally?

What positive changes to learning and teaching do you expect come from your response to COVID-19?

What are your plans for teaching and learning going forward?

Drawing on the thematic content analysis method of Braun and Clarke (2006) thematic analysis was used to capture significant concepts in the case studies and identify patterns in the experience of academics (Ayres 2008). Coders did not contribute a case study to the data. Using the six steps established by Braun and Clarke in their 2006 paper, coders firstly familiarised themselves with the data. In the next stage, initial codes were generated by moving line by line through the data set. At this stage, data extracts were given no code, one code or multiple codes. Coders then individually searched for themes within their initial coding and created a mind map of potential themes and sub-themes. Braun and Clarke (2006) set phase four as reviewing themes. In this step, the two coders came together to compare the analysis to allow for triangulation. Themes and sub-themes were discussed with the relevant data extracts, and consensus was reached to create a thematic map of the data. This map was then checked using the second part of phase four (Braun and Clarke 2006) by re-reading the entire data set to check the themes represent the data and also to code any additional data that had been missed in early steps. Once we believed the thematic map represented the data, we moved onto phase five where we defined the themes and phase six where we wrote the report. These themes were then used to structure the results section of the paper and discussed in relation to other published work in the discussion.

Results

Responses from eight academics representing eight countries (Brazil, Georgia, Indonesia, Nigeria, Saudi Arabia, Sri Lanka, UK and USA) and five continents were received in English. This spread of accounts from across the globe gives real insight into what academics are living through during this pandemic. Whilst the response to the pandemic has been different in each country, we have found similarities in the viewpoints and experiences of the accounts given by each academic.

Through analysing the collected data, we found that three major themes (Table 1) emerged from the experiences of the participants of this study: (1) teaching methods, (2) emotions, and (3) support networks. Each theme was further divided into sub-categories based on the principal elements within them that arose in the data set (Table 1).

Table 1. Themes and subthemes from the thematic analysis.

Theme	Subthemes
Teaching methods	Academic views regarding their teaching methods
	Previous methods of teaching
	Adaptions to teaching
	Methods of delivery
	Challenges to online learning
	Benefits to online learning
Support network	Support from the government
	Support from companies
	Support from Universities
	Teacher support
	Student support
	Exam board support
	Adequacy of support
Emotions	Teachers emotions
	Students emotions
	Feelings of uncertainty
	Feelings of worry
	Feelings of positivity
	Feelings of loneliness
	Facing of difficulties

Teaching methods

One of the predominant themes emerging from the case studies was the academics’ views regarding their teaching methods. This is understandable as all of the case study writers were involved with delivering teaching during the lockdown and so of course it would be forefront in their minds when we asked them to write their case. Academics talked about their previous methods of teaching and the new methods of delivery and how the move to online learning had affected them and their students in both positive and negative ways, often highlighting changes they had made over the past few weeks. Interestingly, the challenges of online learning were talked about more in the form of barriers rather than pedagogically suggesting perhaps that the academics in these case studies had no chance to investigate the situation pedagogically yet. This, of course, is understandable, as the change in all cases was sudden and swift. The academics also highlighted the benefits of the move to online learning both in the current context and for their future teaching. As well as methods of delivery, academics in the cases spoke about the adaptations they had made.

The case study prompts did not ask specifically for information about how teaching and learning was carried out at their institution before the pandemic however, some case studies mentioned this often in relation to the amount of change to the situation now.

Up until now it was mandatory for all lecturers to be present at the university to conduct lectures and distance learning was not a part of the curriculum (Georgia)

Most of the universities has E-learning system, yet most of them might not be used optimally (Indonesia)

Online learning was a complementary rather than supplementary component in almost all state Universities (Sri Lanka)

In some of the cases, academics did not see a change in the learning environment, for one

… all lectures were recorded for students to see it whenever they want. Using virtual classes did not affect delivery of content especially in theoretical courses (Saudi Arabia)

and due to the politics in the area another case stated

the Academic Staff Union of Universities (ASUU) has been on total, comprehensive and indefinite strike even before the COVID-19 pandemic-induced closure of schools. … Therefore, teaching and related activities have been on hold in Nigerian Universities even before the COVID-19 pandemic-induced closure. (Nigeria)

There were a variety of different methods of online delivery noted in the case studies with mention of many different platforms and E-learning systems. There was a varying degree of synchronous and asynchronous teaching and of most interest were some novel approaches such as the Georgia case study talking about their synchronous sessions where ‘Students are questioned individually from time to time to ensure that they are engaged in the lesson’. With the same academic replicating the end of a face-to-face lecture by logging out last from the session giving students enough time to have their doubts clarified. In Brazil, the case study spoke about a technique for replicating ‘a journal club with the presentation and discussion about scientific articles’.

The theme of benefits to online learning can be split into benefits that the academic sees currently and for the future. The case studies noted areas where they believed that the online content gave a better experience for the students. With many talking about the way recorded sessions could be viewed again to instil knowledge

Uploading of recorded zoom lectures and narrated power-point presentations … can help the student to listen them again and again which will allow them not to miss anything that are taught. (Sri Lanka)

And also that the medium of online delivery allowed students to thrive in the new environment

Students are interested in using a new way of learning as it is more interactive and advanced. … The shyness and class fear to ask doubts are very less than the traditional classrooms. (Sri Lanka)

Following on from the idea of the online delivery suiting some students, many cases discussed the independence and agency students had developed, as a result of the change in delivery method.

This gives students more confidence … [to] be proactive to take ownership of the learning process and therefore can explore all available avenues to learn modules through all possible means with minimal input/contact by the lecturer (Nigeria)

which is echoed by an academic in the UK who has seen that ‘Some students seem to engage better with their studies online and have greater confidence in speaking-out’.

In more practical terms, there was a notion that the move to online teaching was already a familiar environment for the students to inhabit and that it was convenient for students to be taught in this way.

Students were fine with online learning as it can be flexible and financially efficient because students save money on transport fares or motorbike gasoline. (Indonesia)

Looking to the future, academics saw the benefit that this would allow them to find more novel ways of doing things. In the case studies, it is as if some academics were waiting for this external driver to allow them to make these changes for example, they discuss that ‘this kind of pressure will force us to be more creative to deliver the courses and make assignments or projects … This coronavirus outbreak has convinced us that online learning can be used for all subjects’ (Indonesia).

Some cases discussed the benefits for the future in terms of opening education for more students suggesting that ‘Innovative learning models with high learner capacity will be advanced, while decreasing costs’ (USA) and ‘We could make education … cheaper, more accessible online, affordable, and inclusive’ (Indonesia).

Some academics thought that the enforced change had allowed them to reflect on the old way of doing things and how it impacts their productivity with quite practical ideas around the ‘Time spent on commuting can be utilized to focus on teaching and learning’ (Georgia) and that ‘it has forced many of us (including me) to reflect on the suitability of the office 9–5 work model’ (UK). Indeed, one case felt that there had been a …

paradigm shift in relation to teaching. I believe that it is possible to evolve in the relationship between teachers and students in favour of expanding knowledge. The teacher leaves aside his traditional role of informer of facts and data and becomes a provocateur. The student is no longer an acceptor of information selected by the teacher and seeks to create and consolidate knowledge for themselves, from the path indicated by the tutor (Brazil).

Which is echoed in many of the case studies but eloquently summarised by the case study from Brazil above.

Of course, we are not so naive to believe that the move to online delivery has not been without its challenges. Many of the case studies highlighted barriers to this new way of working and interestingly, some of these barriers were also discussed in positive terms above.

Predictably, one of the largest set of comments was around the use of technology. Some cases found that the systems they had in place were not sufficient or well supported enough as one academic noted they had an ‘E-learning system but we do not have a proper E-learning feature’ (Indonesia). Others noted the obstacles that students may face with many references to hardware and connectivity issues. These technology issues then spilled over into a comment on the financial aspect of online teaching. Above in the benefits theme cases suggested that online teaching would open up access to academia for some poorer students however, we also had a number of cases mention the financial implications for students with online teaching.

the disruption of traditional education systems has put students from low-income families and rural areas at a disadvantage. These are students who, even in normal conditions, are already facing access barriers to education. They need to overcome additional barriers brought about by the inequality in accessing technology infrastructure.’ (Indonesia)

Not only highlighting the inequalities in technology, but also in ‘students that are essential workers may be working longer hours than before the pandemic leaving less time to complete school work’ (USA).

Suggesting that this move to online learning could really impact the widening participation agenda if not properly managed.

Another barrier that some cases noted was their own skill in online teaching which ‘exposes the need for teacher capacity building’ (Indonesia). Perhaps coupled with this is the skills the students need to learn in this way.

Students find it difficult to concentrate for long hours looking at the computer screen alone. Students are prone to more distractions whilst engaging at the lecture from the comfort of their homes due to the lack of a disciplined and monitored environment. (Georgia).

In the case studies, there was not a large amount of data where academics discussed the nuances of their bioscience teaching specifically which could suggest that Covid-related impacts on teaching are not highly linked to subject at this level; however, there were instances where academics highlighted examples of teaching that was not able to be done online and these were more specific to the sciences. Cases gave examples of field trips, internships and practical classes for subjects such as medical sciences. These cases suggested that teaching in this sense would still be done in person when it was safe to do so.

The final set of barriers can be grouped into the assumptions and preconceived ideas of both the academics and the students. One academic honestly noted that ‘the main barrier is the cultural belief that teaching will lose … quality’ (Brazil) and another that ‘students come with various preconceived notions about working online, which may be reinforced or countered by their teaching team’ (UK).

Emotions

In the process of adapting to teaching during the COVID-19 pandemic, the participants had different levels of emotional arousal when encountering the different challenges. Some participants felt uncertain towards e-learning and how it could replace traditional methods of teaching within a classroom setting.

no-one knows exactly what this will look like [online teaching] come September (UK)

I do not see how a virtual class can replace a nutritional assessment class or the food composition analysis, for example (Brazil)

For one participant, being adequately prepared for classes seemed to be a worry.

There are still many teachers that are finding it difficult to conduct distance learning without proper guidelines and facilities (Indonesia).

In another case, one participant believed that the shift to online education would provide a positive experience for their students.

Technology will continue to be transformed to offer innovative experiences (USA)

When facing the challenges, participants also had mixed accounts of the perceived emotions of their students. One of the key perceived difficulties that students were facing outside of University was the emotional impact of dealing with social isolation and the loneliness associated with social isolation. For example:

day by day, they [students] found themselves stuck in houses away from friends and scared about families and ones they love (Saudi Arabia)

For others, this was more of an ongoing struggle and they were not managing the transition to online education well, this was mirrored by the overuse of the adjective ‘difficult’, seen across the different narratives.

not all students have access to computers or smartphones with Internet access that makes it more difficult to implement education through digital technologies for a 100% of the students (Brazil)

… some difficulties to quickly get familiarised to the university learning system through virtual learning. (Sri Lanka)

Furthermore, difficulties were also identified within students attending placements.

students are having a difficult time finding facilities to complete these experiences due to companies and organizations not allowing students into their buildings (USA)

And these difficulties caused some ‘students complain to education technology system from their institution’ (Indonesia) and to ‘complain about noise, a lot of people in home and lack of space to concentrate in online class. This can be a cause of decline in learning and could be a trigger to emotional problems’ (Brazil)

Contrary to these negative responses, some institutions received more positive feedback from their students.

The feedback from students and teachers, who are involved in developing and delivering e‐learning, has been highly positive. (Sri Lanka)

Most importantly, this change has been well received by students and the facilities. (USA).

These responses may be grounded by students coming from a ‘technology generation’ and the students feeling ‘happy as they don’t have to attend University’ (Saudi Arabia).

Support networks

The current COVID-19 outbreak has required leaders worldwide to act rapidly and effectively. The measures taken to contain the virus have impacted the whole of society, including the way in which University staff and students are supported. Many participants spoke about the different support they received, and the support given to their students within their narratives. Some participants also reported the limited support given into their transition online.

Given the important role of academics in delivering University education, any monetary support provided to the Universities by the government, is likely to impact student learning positively. It is interesting to note that only a few participants, acknowledged any financial support given by their government.

The government provided several incentives, such as undergraduates being provided with free internet to access learning management systems. (Sri Lanka)

Our president gave orders to remain and even increase the budget allocation for the leading Ministry in this crisis such as … … the Ministry of Education and Culture (MOEC), increased up to 70 trillion Rupiah or approximately 4.3 billion USD. (Indonesia)

The participant also seemed satisfied with their government’s support.

We believe that our government have been doing their best to accommodate this challenge in all aspects including education sector. (Indonesia).

On the other hand, one participant described the limited economic funds available from their government to support the education sector

In the year 2020, for example, less than 10% of the budget allocated to education in Nigeria is grossly short of UNESCO’s benchmark of 26% of the annual national budget for education. (Nigeria).

In many schools across the world, some of the poorest and most vulnerable students do not have access to Internet to carry out essential home learning and to interact with their academics. Many participants spoke about the free data and internet offered by Universities, in hope of alleviating this digital divide.

access guarantees to internet were offered for some of the neediest students. (Brazil)

The universities provided free internet quotas to students by negotiating cooperation agreements with a number of internet service providers and voucher to buy the internet quota to accommodate online learning activities. (Indonesia)

some schools opened up their parking lots to provide internet access for their students … . Providers of cell phone services offered free Wi-Fi and increased data for students. Additionally, internet providers offered temporary free access to educators and students. (USA)

Due to the challenges related to online education outlined in the above section, academics and students may be in additional need of academic and technological assistance. A limited number of participants mentioned the targeted support aimed specifically on e-learning.

all universities in Saudi Arabia have Deanship of e-learning and education distance, this deanship always give courses on using e-learning and blackboard system to educators. All members of this deanship gave full support to educators during semester and in each department there is an e-learning coordinator whose responsibility to answer questions by educators on how to use e-learning system or help them solve problems they faced. (Saudi Arabia)

On-line administrators shared resources, with brick and mortar colleges to help with the transition to remote learning. (USA)

In some Universities there is technical support and platforms that allow teaching in a secure virtual environment (Brazil)

The IT department sends out invitations to the students’ email IDs prior to each lecture. (Georgia)

While these are welcome steps towards the right direction, the experiences of other participants in this thematic research suggest that there is a significant amount of work to do for most other institutions to provide e-learning support.

some lecturers especially senior lecturers who has limited knowledge in digital or gadget media. The sudden shift from face-to-face methods in the classroom to distance learning at home also exposes the need for teacher capacity building (Indonesia)

Lack of established Learning Management Systems in educational institutions (Nigeria)

To maintain the pace of change, one participant described the institutional support given to student’s assessments.

Some ways students are supported is through extending late assignment policies, extending incomplete policies, and offering a pass/fail option. Flexibility is key to each unique student situation. (USA)

In some cases, institutions offered support to students outside the focus of learning and students felt satisfied with the support they received

School systems and the surrounding communities found a way to continue feeding students with free breakfast and lunch pick-up services. While data is still being compiled, there is evidence building that students have felt supported through the Pandemic. (USA)

Lastly, to retain student engagement, some teachers in Brazil have been offering classes outside the curriculum ‘Some teachers, on their own initiative, offer online classes and content to keep students studying, even without the undergraduate course load’ (Brazil).

Discussion

The case studies here show a wide range of experiences and situations that academics are facing in the response to COVID-19. Whilst the data have been collected from countries with different socio-economic and political backgrounds the three overarching themes of teaching methods, support networks and emotions ran through each person’s narrative. The conclusions drawn below are taken from a sample of bioscience academics. Interestingly, the themes they highlighted are likely relevant to many academics in higher education as they focused on general aspects of University organisation and pedagogy.

Predictably, the largest theme was around teaching methods and within this theme the notion of change was often explored by the writer. It is noted that the adoption of new technology in teaching practice is often associated with the beliefs and attitude of academics (Chiu and Churchill 2016) and adopting new teaching methods can be a slow process, especially for more seasoned professionals (Englund, Olofsson, and Price 2017). These beliefs of the academic can inform the way they view the use of technology in their teaching, for example Jääskelä, Häkkinen, and Rasku-Puttonen (2017) found four main schools of thought in University academics around using technology. The first group felt online teaching was useful for self-paced studying, the second as an additional tool for active learning, third, useful for the integration and assessment of learning and finally as a tool for changing the learning culture. In the cases in this current research, there was no time to reflect on the reasons for using online technology whatever school of thought the academic belonged to. This fast-paced, enforced adoption of technology would have left little time for academics to adjust their inherent belief systems as to their teaching philosophy and would have challenged the second-order barriers (existing beliefs, established practice and reluctance to change) discussed by Er and Kim (2017). The suggestion of well-thought-out development programmes to allow academics time to challenge these beliefs and create new ideas is a sound one (Er and Kim 2017) but was not available to most in the current situation. Many found positives and negatives to highlight around these changes and looked at the impact of this change from their own and their students’ perspectives. To contend with these changes, academics spoke of innovative approaches in their teaching and the speed at which they had brought these changes about. In the literature, it is possible to find examples where this adoption of online learning has been slower and more considered. One of the cases presented by Prestridge (2017) outlined an academic who maintained an academic-centred approach to their teaching and embarked on the use of technology, by not altering their teaching philosophy. Only after experiencing the use of technology in the classroom did this academic then begin to explore other possibilities and perhaps had to go through this experience before they were open to the new ideas. In this case, new technology was embraced, and the academic took a more student-centred approach as they were no longer the expert in the technology and became facilitator to the students who were constructing their own knowledge. The academic had three years to adapt their teaching philosophy from academic-centred instructional to a more constructivist facilitator, in the current case studies the situation has changed rapidly and perhaps the academics doing the teaching will not have had time to reassess their pedagogical philosophies yet.

One interesting point was that the break from the normal methods of teaching had allowed time for reflection on the educators practice. This time reflection is not often built into timetables but was obviously seen as valuable by the academic writing the case study and has backing in the literature (Naidoo and Kirch 2016). Indeed, it is recognised that time for reflective practice is crucial for the development of skilled academics (Jarvis 1992; Liu and Milman 2010; Shehzad and Riaz 2010) and yet it is often neglected in timetables and pushed out as other more tangible tasks become more pressing.

Adequacy of support played a significant role for academics delivering online classes. In our study, educators relied on technical support to assist with setting up e-learning. The technical requirements related to online classes were deemed far greater than in-class teaching. Technical problems are common issues in the case of videoconferencing, for example, using Zoom and Microsoft teams, where network traffic and improper set up can affect the sound and video quality during classes (Fischer et al. 2018). Thus, the support from IT technicians and experienced staff to operate online education platforms, is significant.

One of the sub-themes identified in this study was the necessity of staff to undergo training to deliver online education. Childs et al. (2005) identified technical skills as being a barrier and solution for effective e-learning. McNeil et al. (2005) and Nguyen, Zierler, and Nguyen (2011), also recognized the need for lectures to improve their computer literacy in order to facilitate E-learning successfully. Childs et al. (2005) stated that a solution to the inadequate staff training would be to enforce a compulsory ‘basic computer literacy policy’. Additionally, it is also essential that staff are provided acknowledged overtime to develop online courses, reflect on teaching styles and to stay updated with the latest advancements in E-learning (Dyrbye et al. 2009). Some staff within this narrative were sceptical of how E-learning could replace traditional in-class attendance for activities such as lab classes. This disbelief could be alleviated if staff are exposed with alternative e-learning technologies and trained to use alternative platformsfor example, using virtual laboratories (Wolf 2010).

In our case studies, academics discussed their skill in adopting new teaching approaches and also the new skills that students would gain through this way of teaching. Through research, it has been shown that students’ adoption of collaborative online technology enhances their self-efficacy and autonomy, which ultimately will lead to independent learning (Magen-Nagar and Shonfeld 2018). However, this road to independence is coupled with the confidence and positive feelings towards technology of the student before the learning experience will have an effect (Magen-Nagar and Shonfeld 2018). This idea is confirmed in the cases with examples given of how this would be better for learning and creating independent students who are pro-active and who take ownership of their learning. Interestingly, there is evidence that personality may pre-empt a student’s affinity for online education. Not surprisingly, when looking at the big five personality traits, student conscientiousness is the most important trait for succeeding in an online course (Keller and Karau 2013) and the intrinsic motivation to learn is linked to how students will engage with the online material (Lee 2013). So, do we see that online learning produces more independent students or is this confounded by the personality traits of those students who do best in an online environment?

There was also the suggestion that the enforced move to online learning would open up education, making it more accessible, affordable and inclusive. One of the sustainable development goals set out by the United Nations is to create inclusive and equitable education and it is asserted that online education may be a way to do this (Perales Jarillo et al. 2019). This is a contentious issue in the case studies here, and the literature, however, there is evidence that online learning can allow students to access education (Kim and Lee 2011) and successfully complete a degree who would not necessarily have been able to in person (Shea and Bidjerano 2014). However, in a complete contradiction, many of our case studies noted that this swift move to online education had actually disadvantaged some students through access to technology and their personal circumstances. These ideas are reflected in the literature and Rye and Støkken (2012) group them nicely into distinct themes. The first theme is the social dimension around the student’s obligations outside of their course. This could be family or paid work commitments. The second theme is the material dimension that encompasses the financial aspects of studying. These challenges are recognised and highlighted in our case studies as well as in the literature with academics stating concerns about access to internet and computer hardware. Among the many inequalities revealed by the pandemic, digital exclusion is one of the most startling finds. At a household level, approximately 58% of households worldwide have access to the internet (ITU 2018). Overall, internet rates are lower in developing countries, being concentrated in Asia and Sub-Saharan Africa. In Sub-Saharan Africa, the cost of one gigabyte of data equates to roughly 40% of the average monthly wage for the poorest 20% of the population (GMSA 2019). Thus, only 11% of countries in this region rely on online education (Vegas 2020). It should be noted that even in the most advanced economies, a proportion of individuals without any internet connection exists. Take Scotland, for example: only just over half of households (51%) with an income of £6000-10,000 are connected online. This dramatically increases when the household income is over £40,001 (99%) (Martin, Hope, and Zubairi 2016). A greater number of young adults in the UK access Internet via a table or smartphone (OfficeforNationalStatistics 2018), thus online course developers should be considerate on whether their course can be supported by various electronic devices and platforms (Tang, Wong, and Wong 2015). In the USA, a 2017 congress report stated that 12 million American children were unconnected to the internet (JEC 2017), and that 6% of the population do not have high-speed broadband (FCC 2012). Furthermore, to make online learning effective, students must also have the budget and accessibility of updated computer software and hardware systems (Cragg et al. 2003; Atack and Rankin 2002; Scollin 2001)

Universities around the world are facing devasting financial losses, from unpaid tuition and living expenses such as accommodation, to the increase in spending towards supporting online learning. Furthermore, there was an additional risk of fewer students attending Universities in the autumn of 2020. In this thematic analysis, only a limited number of participants addressed the monetary support from the government (Sri Lanka and Indonesia), whilst one participant acknowledged that their government did not have additional funds to support the education sector (Nigeria). The mixed views about government funding in our study were supported by a survey conducted in early May 2020, which included 200 leaders from respected Universities across 53 countries (THE 2020). One of the questions within the survey was ‘To what extent do you agree that the coronavirus will reduce governments’ willingness to invest in higher education over the next five years?’ Interestingly, results showed that confidence in the government was highest in East Asia, where 9% of participants expected investments to decline. On the other hand, in Europe and South Asia, there was a roughly equal expectation (≈35%) of lower government investment (THE 2020). There is currently uncertainty, on whether governments will have enough funds to invest in the education sector, as there are fears of an imminent recession and financial collapse across many countries worldwide (Nicola et al. 2020).

As the Coronavirus pandemic unfolds, government and health officials believe that social-distancing measures will lessen the spread of the virus, but whether this is the case remains uncertain as reliable data is scarce. The uncertainty of the spread of coronavirus makes students and lectures fear for their health, and that of loved ones. There is also uncertainty of how long countries across the world will impose lockdowns for, and the extent of the structural damage to the economy. The uncertain nature of the pandemic has led to academics within this study to question their own professional competence in adapting to online learning, as well as their own personal identity as an academic. According to Hargreaves (1994), uncertainty in teaching can lead to academics feeling a sense of guilt, as they may not be readily prepared for the future. This guilt can contribute to stress; thus, teachers are required to adopt a range of strategies to negate stressful situations. Some teachers avoid discussing disruptive situations and the emotions associated with it and instead focus on creating a peaceful environment within their classroom (Campbell 2007). Then again, some would argue that uncertainty has the possibility to incite curiosity, excitement and could even be an enlightening experience to some lectures. Uncertain times can possibly enhance professional growth in some academics (Campbell 2007). The uncertainty of the pandemic can also affect the experience of a University student. Previous studies have suggested that millennial students are more prone to stress, as they are pressurized to achieve well academically by their parents and themselves. As a result, they often use their peers to seek counselling on managing uncertainties, as opposed to going to their instructors (Bland et al. 2012; Borges et al. 2010; Myers and Knox 2001). Students from the millennial generation take solace in being given clear guidelines on how to behave (Howe, Strauss, and Matson 2000) and they favour information that is relevant to their personal and professional development (Goldman et al. 2017). If students are not given proper information that is related to their academic studies, they are at risk of having the certainty of their University career being fruitful, or they may discontinue with their University education (Tinto 2012). Understanding the various uncertainties student’s face, can help students create realistic expectations of what is needed for them to excel during their academic life. Furthermore, it will help University staff develop programmes and services that create social connections and promote the value of students seeking valuable information from their peers (Sollitto et al. 2018).

Given the number of students being ‘stuck in their houses’ (Saudi Arabia) across the world, it is no surprise that students can begin to develop feelings of loneliness. Currently, almost half of 18–24-year-olds have reported high levels of loneliness during lockdown (Loades et al. 2020). Furthermore, loneliness is linked to the onset of many mental disorders, e.g. insomnia, dementia in late life, depression and anxiety (Wilson et al. 2007). Worryingly, one important theme which was not explored by academics within this thematic analysis, was that of the mental health of students and staff. At present, few published studies have explored the impact of COVID-19 on student well-being. In a study by (Cao et al. 2020), 25% of college students reported anxiety during the COVID-19 outbreak in China, this was positively associated with concerns about disrupted daily life schedules, delays in academic activities and the negative economic effects of the pandemic. Additionally, in another survey among Medical students in China (n = 217), reports of anxiety and depression were observed in students with no direct contact to the disease, indicating the severity of the psychiatric impact of the disease (Liu et al. 2020). It is believed that long-term isolation can have a complex influence on the mental health of young adults. The anxiety experienced by students can lead to post-traumatic stress disorder if no early mental health interventions are given (Adams, Boscarino, and Galea 2006). The social distancing measures adopted by many countries across the world have led to disruptions in timely crisis education and support networks for mental health (OfficeforStudents 2020). Therefore, it is possible, that the priorities of the academics were deviated away from the focus on mental health, due to the additional challenges they were presented with during the pandemic.

Interestingly, none of the narratives included the importance of peer influence as a support mechanism. Peer support has been reported as an important factor for motivating students with pursuing online education. Many studies have suggested that online education can exacerbate feelings of loneliness through the lack of a cohort to develop ideas (Atack and Rankin 2002; Billings, Connors, and Skiba 2001). Furthermore, a qualitative study by Tang, Wong, and Wong (2015), noted that student engagement reduces if there is minimal peer contact. The authors also noted that students with high online participation, saw peer support as way to increase peer competition. It is therefore important that future studies will address whether enough peer support was provided to students during the COVID-19-pandemic.

Limitations

There were some limitations to this study. The qualitative methods used within this research were designed to offer descriptions of the participants’ experiences. These experiences are unique to the individual and thus are subjective. It is important to note that any verbalization from an individual represents an opinion at a given moment in time and could have potential bias due to individual interpretation of the current affairs.

One limitation to this study was that the participants were not intended to be a random or representative sample of all undergraduate Bioscience academics teaching at all types of academic institutions. Consequently, the findings of this study cannot be generalised to all academic institutions within a country; however, they can and should be used as the basis for additional investigations into improving teaching practice during uncertain times.

Furthermore, it should be noted that the six question prompts given to the participants may have limited the diversity of answers provided. It is therefore reasonable to assume that the participants’ responses are not as complete as they might have been, if more prompts had been given. Furthermore, the semi-structured prompts included a question on the influence of ‘national culture’ on education. The concept of national culture has previously been contested for a variety of reasons. One challenge is that substantial cultural diversity may exist within a country. Furthermore, another argument is that some countries exhibit similarities with their neighbouring countries, thus compromising the notion of ‘national culture’. However, it should be noted that little empirical support has been given to these challenges, as national culture may be influenced by other factors such as state institution, school systems and the national non-governmental organisations (Minkov and Hofstede 2012). The semi-structured prompts, also included adjective phrases such as ‘fully engaging optimally’, this may have been misleading to the participants, given the apparent vagueness of what student engagement is (Ashwin and McVitty 2015). Also, this research utilized a purposeful sample of participants. Participants who had particularly strong and/or negative teaching experiences during the COVID-19 pandemic may have been more likely to join the study.

Finally, whilst the interview data and themes are presented in the words of the academics, the discussion and future recommendations are undeniably shaped by author subjectivities.Implications for the future and further research

This study has some implications for the future of educational practice and the research that goes alongside. The following recommendations can be made to improve teaching practice:

There has been a lack of academic’s peer learning due to lockdown and not meeting informally (communities of practice), to provide these opportunities these informal meetings need to be worked into the future timetable.

Academics need appropriate training in these new teaching methods, not just the technicalities but also the pedagogical implications of online learning.

Students need to be familiarized with educational technology through student training.

Assessments need to be designed in a way that is suitable for the online modality, as well as to maintain integrity and confidentiality.

Moving forward there needs to be proper thought given to the mental health of both staff and students and support put in place as normal practice.

To bridge the gap in digital inequalities, academics should be aware of their students who have no access to internet and institutions should aim to provide these students with access to digital devices and wi-fi or provide learning resources in multiple formats.

Universities may have to offer reduced tuition fees or financial assistance to attract the poorest students into education.

This new and changing situation has allowed some academics to reflect on their teaching practice and going forward time could be afforded to academics for this kind of reflection.

Considering these early initial insights from this self-reported purposeful sample, further research into how the sector has moved through the crisis and are currently adapting their teaching would be useful.

Useful information could also be collected on how different regions of the world are developing their teaching considering their experience of COVID-19.

Author contributions

SS and SH were responsible for the study conception, conducted data analysis and drafted the manuscript; ASA, SA, TC, TD, LG, RH, MAH, KMR, SR and IMS provided data and sense checked data analysis and critically reviewed the manuscript; All authors contributed to and approved the final version of the manuscript.

Availability of data and material

Anonymised data from this project will be available upon request.

Disclosure statement

No potential conflict of interest was reported by the author(s).