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


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

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"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"


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.


The authors