| Abstrakt: |
Using a collaborative autoethnographic approach, this paper draws on the experiences of four multi-disciplinary Australian academics who engaged in home-schooling during the 2020 and 2021 COVID-19 lockdowns to answer the research question, 'how might our experiences of engaging in home learning inform our practice in higher education?' The reflections encompassed our experiences in engaging with unfamiliar technology, equity issues, pedagogical aspects of online delivery, teacher presence, communication, well-being and our own cognitive and emotional responses. We considered the implications of this rich learning experience for our own learning and teaching practice as university academics. Our key findings are the need for a consistent, scaffolded, and supported approach to delivery of technology, consideration of its affordances, a flexible approach to student engagement that considers equity and contextual issues, and a focus on well-being and support. Limitations of this study include the single institution focus and the limited generalisability of auto-ethnographical research. [ABSTRACT FROM AUTHOR] |
