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Lifelong Learning Through Context Collapse: Higher education Teachers’ Narratives About Online education During The Pandemic
Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.ORCID iD: 0000-0002-4248-0634
Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.ORCID iD: 0000-0001-9367-7472
Jönköping University, School of Education and Communication, HLK, Media and Communication Studies. Karlstad University.
Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.ORCID iD: 0000-0002-3607-7881
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2022 (English)In: Proceedings of INTED2022 Conference 7th-8th March 2022, 2022, p. 2632-2641Conference paper, Published paper (Refereed)
Abstract [en]

The COVID-19 pandemic has elicited a shift from campus classrooms to distance education in higher education worldwide, shaping not only students’ experiences, but also those of teachers, especially those who never have taught online. In addition, the pandemic created a meta-context that has positioned distance education as something different from previous efforts. This study aimed to investigate higher education teachers’ experiences during the transition from classroom to online teaching by using a collective auto-ethnography method based on 13 personal stories from Swedish faculty. For the abductive approach in the analysis, a framework that combines lifelong learning theory with the context collapse concept has been applied. The disjuncture that the pandemic has elicited created a situation in which teachers had to make sense of the fact that their previous experiences did not completely fit the new situation. Context collapse, a term used to describe encounters with many audiences in social media, has been introduced to highlight the clash between professional and private contexts in online educational platforms. Based on lifelong learning theories, we suggest that context collapse should be examined in terms of how it can help improve higher education, as it holds the potential to include the entire person – body and mind – in education.

Place, publisher, year, edition, pages
2022. p. 2632-2641
Keywords [en]
Lifelong learning; context collapse; higher education; narratives; online education
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-56023DOI: 10.21125/inted.2022.0775ISBN: 978-84-09-37758-9 (electronic)OAI: oai:DiVA.org:hj-56023DiVA, id: diva2:1643417
Conference
INTED2022 Conference, 7th-8th March 2022
Available from: 2022-03-09 Created: 2022-03-09 Last updated: 2023-11-01Bibliographically approved

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Bjursell, CeciliaAhl, HeleneBerglez, PeterBergström, JohannaBertills, KarinBäcklund, JohanDybelius, AndersFlorin Sädbom, RebeckaGustafsson, MikaelHammarsten, MariaHeuman, JohannesSegolsson, MikaelÖhman, Charlotte

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Bjursell, CeciliaAhl, HeleneBerglez, PeterBergström, JohannaBertills, KarinBäcklund, JohanDybelius, AndersFlorin Sädbom, RebeckaGustafsson, MikaelHammarsten, MariaHeuman, JohannesSegolsson, MikaelÖhman, Charlotte
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HLK, Lifelong learning/EncellHLK, Media and Communication StudiesHLK, Sustainable Societies (SUS)HLK, CHILDEpistemic Cultures & Teaching PracticesHLK, Communication, Culture and Diversity (CCD)Sustainability Education Research (SER)Preschool Education Research
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