Looking into the "Dark Mirror" : Autoethnographic Reflections on the Impact of COVID-19 and Change Fatigue on the Wellbeing of Enabling Practitioners.

The COVID-19 pandemic brought global disruptions to the way universities operate. Online learning abruptly took priority, as the physical campuses in Australian universities became deserted. Staff had to instantly adapt to major changes in work practices, whilst continuing to support students'...

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Bibliografische gegevens
Institutions:	Edith Cowan University University of Southern Queensland Central Queensland University Murdoch University University of the Sunshine Coast Western Sydney University
Hoofdauteurs:	Jones, Angela, Hopkins, Susan, Larsen, Ana, Lisciandro, Joanne, Olds, Anita, Westacott, Marguerite, Sturniolo-Baker, Rebekah, Subramaniam, Juliette
Gepubliceerd in:	Student Success v.14 n.3 p.41-52 https://doi.org/10.5204/ssj.2779 2023
Onderwerpen:	Academic staff university relationship Academic staff workload Adjustment (To environment) Ethnography Flexible learning Online learning Online teaching Student university relationship University administration University role Well being Thematic approach Higher education Data analysis Coronavirus (COVID-19) Enabling education Change fatigue Australia
Online toegang:	https://doi.org/10.5204/ssj.2779

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https://doi.org/10.5204/ssj.2779

Looking into the "Dark Mirror" : Autoethnographic Reflections on the Impact of COVID-19 and Change Fatigue on the Wellbeing of Enabling Practitioners.

Internet

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