Moving Teaching Online: Cultural Barriers Experienced by University Teachers During Covid-19

This empirical study examines the experiences of academics and professional service staff in a large UK university during first weeks transition to online teaching working from home Covid-19 pandemic. The method draws on work by Gourlay Oliver (2018) explore engagement with digital everyday practice. Using data 412 survey responses 32 interviews, traces varying ways characterised themselves months lockdown (from March July, 2020). findings highlight that support services underwent metamorphosis teaching. However, insufficient attention was paid ‘identity crisis’ threats perceived who were used students campus. Academics tended focus transferring traditional practices environment, rather than changing practice, leaving face-to-face as default point reference. These cultural barriers are persistent obstacle more productive digitalisation. Transitioning involves continuing existing while also learning new practices. Such efforts challenging for did not have dedicated space at those caring responsibilities. This, combined gendered patterns around extra needed crisis, added emotional labour already-full workloads. We recommend intersecting forms disadvantage be acknowledged, supported rewarded universities create sustainable just futures.