Teaching in the Age of Covid-19—1 Year Later

Authors

• Petar Jandrić, Zagreb University of Applied Sciences
• David Hayes, Further Education
• Paul Levinson, Fordham University
• Line Lisberg Christensen, Aalborg University
• Happiness Onesmo Lukoko, Bniversity of Dar es Salaam
• Jimmy Ezekiel Kihwele, Mzumbe University
• James Benedict Brown, Umeå University
• Charles Reitz, Community College, Kansas City
• Peter Mozelius, Mid Sweden University
• Harry G. Nejad, O.P. Jindal Global University
• Ana Fuentes Martinez, Katedralskolan (Lund)/University West
• Janine Aldous Arantes, Victoria University
• Liz Jackson, Education University of Hong Kong
• Ulrika Gustafsson, Umeå University
• Sandra Abegglen, University of Calgary
• Tom Burns, London Metropolitan University
• Sandra Sinfield, London Metropolitan University
• Michael Hogan, National University of Ireland Galway
• Pallavi Kishore, O.P. Jindal Global University
• Paul R. Carr, Université du Québec en Outaouais
• Ivana Batarelo Kokić, University of Split
• Paul Prinsloo, University of South Africa
• Dennis Grauslund, University College of Northern Denmark
• Anne Steketee, Millikin University
• Charlotte Achieng-Evensen, Chapman UniversityFollow
• Blessing Funmi Komolafe, Adekunle Ajasin University
• Juha Suoranta, Tampere University
• Nina Hood, University of Auckland
• Marek Tesar, University of Auckland
• Jennifer Rose, Queen’s University Belfast
• Niklas Humble, Mid Sweden University
• James D. Kirylo, University of South Carolina
• Julia Mañero, University of Seville
• Lilia D. Monzó, Chapman UniversityFollow
• Mikkel Lodahl, Dania Academy
• Jimmy Jaldemark, Mid Sweden University
• Susan Bridges, The University of Hong Kong
• Navreeti Sharma, O.P. Jindal Global University
• Jacob Davidsen, Aalborg University
• Jānis John Ozoliņš, University of Notre Dame Australia
• Peter Bryant, University of Sydney
• Carlos Escaño, University of Seville
• Jones Irwin, Dublin City University
• Kulpreet Kaur, O.P. Jindal Global University
• Sarah Pfohl, University of Indianapolis
• Kevin Stockbridge, Chapman UniversityFollow
• Thomas Ryberg, Aalborg University
• Olli Pyyhtinen, Tampere University
• Suzanne SooHoo, Chapman UniversityFollow
• Moses Kayade Hazzan, University of Ibadan
• Jake Wright, University of Minnesota Rochester
• Stephanie Hollings, Beijing Normal University
• Sonja Arndt, University of Melbourne
• Andrew Gibbons, Auckland University of Technology
• Shreya Urvashi, Tata Institute of Social Sciences
• Daniella J. Forster, University of Newcastle
• Ian Truelove, Leeds Beckett University
• Peter Mayo, University of Malta
• Glenn Rikowski, University of Lincoln
• Paul Alexander Stewart, Teesside University
• Michael Jopling, University of Wolverhampton
• Georgina Tuari Stewart, Auckland University of Technology
• Rachel Buchanan, University of Newcastle
• Nesta Devine, Auckland University of Technology
• Richa Shukla, O.P. Jindal Global University
• Rene Novak, BestStart, New Zealand
• Madhav Mallya, O.P. Jindal Global University
• Eva Biličić, Zagreb University of Applied Sciences
• Sean Sturm, University of Auckland
• Sahar D. Sattarzadeh, DePauw University
• Abey P. Philip, Curtin University
• Bridgette Redder, Te Rito Maioha Early Childhood New Zealand
• E. Jayne White, University of Canterbury
• Derek R. Ford, DePauw University
• Quaylan Allen, Chapman UniversityFollow
• Mousumi Mukherjee, O.P. Jindal Global University
• Sarah Hayes, University of Wolverhampton

Document Type

Editorial

Publication Date

8-10-2021

Abstract

"On 17 March 2021 we invited all authors of ‘Teaching in the Age of Covid-19’ (Jandrić et al. 2020) to reflect on their pandemic experience 1 year later.³ Mirroring the original article’s format, in ‘Teaching in the Age of Covid-19—1 Year Later’, we requested short testimonies, biographies, and workspace photographs. In numbers, the 1-year-later collection consists of 74 textual testimonies and 76 workspace photographs submitted by 77 authors from 20 countries: USA (14), UK (7), China (3), India (7), Australia (6), New Zealand (8), Denmark (5), Sweden (6), Croatia (3), Canada (4), Spain (2), Nigeria (1), Finland (2), Ireland (2), Malta (1), Tanzania (2), Malaysia (1), Latvia (1), South Africa (1), and Germany (1). ‘As it is common in academia, many authors are expats and carry multiple identities; the collection reflects places of writing their testimonies rather than places of their origin.’ (Jandrić et al. 2020: 1070) Some contributors have submitted unchanged biographies; others have experienced various life changes and sent us updates.⁴ Some contributors have told us that their workspaces have remained the same; others submitted images of their new or upgraded workspaces.⁵"

Comments

This article was originally published in Postdigital Science and Education in August 2021. https://doi.org/10.1007/s42438-021-00243-7

This scholarship is part of the Chapman University COVID-19 Archives.

Recommended Citation

Jandrić, P., Hayes, D., Levinson, P., Christensen, L. L., Lukoko, H. O., Kihwele, J. E., Brown, J. B., Reitz, C., Mozelius, P., Nejad, H. G., Martinez, A. F., Arantes, J. A., Jackson, L., Gustafsson, U., Abegglen, S., Burns, T., Sinfield, S., Hogan, M., Kishore, P., Carr, P. R., et al. (2021). Teaching in the age of Covid-19—1 year later. Postdigital Science and Education. https://doi.org/10.1007/s42438-021-00243-7

Copyright

The authors