9/16/2023 0 Comments Shift workspaces trainer review![]() ![]() Students were forced to remain within their home bubble (immediate family) and to prepare for online learning. By March 25, 2020, full lockdown (except for essential workers) was enforced with campuses closing seemingly overnight ( Ministry of Education, 2020a). Justification for these severe measures, as cited by New Zealand’s Prime Minister, included limiting travel, advice on mass gatherings, and guidelines for student attendance and deferment. The necessity to impose carte blanche restrictions on every individual’s access and connection with their educational programmes, at all levels, was uncompromising. In New Zealand, the Coronavirus pandemic struck in full force during March 2020, affecting the day-to-day delivery of programmes of study, in a manner not previously witnessed since World War I and II. The Covid-19 pandemic brought extraordinary disruption to Higher Education (HE) institutions, locally and globally. These insights provide shared critical knowledge to sustain achievement while averting negative impacts, for students and lecturers alike. This paper concludes that a collaborative autoethnographic approach during exceptional circumstances, such as natural disasters, pandemics, and other disruptive situations, provides an opportunity for professional self-observation and self-reflective practice that is mutually beneficial, and empowering. Whilst this paper sheds light on the experiences of two HE lecturers during the COVID-19 lockdown, a collection and analysis of “student” voice, is recommended. This paper presents a snippet of the lecturers’ reflective practice, co-constructed from recollections, memories, and anecdotal evidence, against a backdrop of current Covid-19 research on the effects of the pandemic, on teaching and learning globally. A unique characteristic of this phenomenon was the inability (due to COVID-19 restrictions) of students who learn through practical contexts, to enact kinesthetically in a meaningful manner, and the subsequent implications on their learning. As educators, their critical self-reflections are authentic and timely, expressing key concerns and considerations, while searching for optimal solutions to deliver equal and equitable learning opportunities for all students. By applying an autoethnographic methodology, this paper acknowledges and celebrates the lecturers’ subjectivity, emotionality, and influence on the presented research. In-depth analysis of the microsystems, mesosystems, and macrosystems making up their systems framework, serve to highlight specifically how Anna and Hana interpreted their own and their university students’ responses to the unprecedented measures imposed on their lifestyle (home), livelihood (employment), and HE experience (online learning). The systems framework presents a layered, multi-faceted approach to reveal the complexity of the impacts of Covid-19 on HE teaching and learning. This paper presents personal narratives, authored collaboratively by lecturers Anna and Hana (pseudonyms), engaging with a socio-ecological systems framework. The phenomenon of the Covid-19 lockdown in New Zealand during 2020 enabled two Higher Education (HE) lecturers to reflect on grappling with new technologies, changes in lifestyle and livelihoods, and the impact that social isolation had on Bachelor of Sport and Recreation (BSR) students as they shifted to emergency “remote” teaching and learning. Auckland University of Technology, Auckland, New Zealand. ![]() Kathleen Ann Godber* † and Denise Robyn Atkins † ![]()
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