Initial fInding from the UCL Moving Online study on the challenges & opportunities of online teaching during #Covid19. This study is led by Allison Littlejohn with Martin Oliver, Eileen Kennedy, Lesley Gourlay, John Potter, Jen Rode, Tim Neumann, Kit Logan from the @UCLKnowledgeLab and CCM.

1. The Challenges and Opportunities of the
Rapid Move to Online Teaching In
Response to Covid-19
Eileen Kennedy, Allison Littlejohn
UCL Knowledge Lab
University College London

2. UCL Moving Online, Teaching &
Homeworking (MOTH)
RQ: How are UCL staff experiencing the
rapid transfer to working from home and
moving to online teaching and research
http://tiny.cc/MoveOnline March 26, 2020
UCL Intranet https://tinyurl.com/y7hdyg82

5. • using live video conference systems for lectures; lack of interaction with
students makes teaching difficult and stressful;
• issues with conferencing systems, broadband & timezones;
• need to be supported in adapting from delivering lectures to combining
asynchronous activities with real-time interaction;
• interaction with others is difficult for people with limited space at home – those
with limited space were least positive about teaching online.
• colleagues – particularly women – reported additional hours giving pastoral
care to students. Can’t leave the emotional labour behind ‘in the office’.
Challenges

6. Opportunities
• “Teaching online also means I don't have to spend several days a week
sitting mostly alone in an uncomfortable, empty office”
• “I wouldn't have chosen it, but i think it's gone rather well under the
circumstances - it turns out that the tech is up to it, we didn't really know
that”
• many also described positive engagement from students “who may not ask
a question in public (lecture theatre) may find asking a question online less
‘intimidating’”
• participants wanted a “fundamental shift” in the way they were supported to
teach online
• now the time “to take online learning seriously”

7. Recommendation 2
Pedagogical support should be provided for
ways of synchronous interaction and
engagement with students.
Recommendation 1
Support for online teaching and learning in
the new academic year should focus on
learning design that shifts the emphasis
away from tutor presentation via video.

8. Recommendation 4
Online short and flexible (eg just-in-time)
professional development should be
provided to allow tutors to gain first-hand
experience of learning design and the use of
tools to engage students.
Recommendation 3
Learning design support should be provided
for asynchronous student discussion and
collaborative activity.

9. Recommendation 5
Ensure staff have sufficient time to develop
their courses since development for online
learning and teaching is heavily front loaded