The Covid-19 pandemic increased the design workload of university teachers as they migrated teaching online¶
Claim · All claims
Evidence · 1 study · theoreticalr1·q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The current pandemic has increased the design workload of university teachers as they endeavour to migrate and transition their teaching online. → Connolly 2021
Evidence¶
Connolly 2021¶
Connolly, C., & Hall, T. (2021). Designing for emergency remote blended and online education: a response to Bennett et al. (2017). Education Tech Research Dev, 69, 281–284. https://doi.org/10.1007/s11423-020-09892-0
q1 · i? · theoretical · r1
The authors assert, without presenting evidence, that "the current pandemic has increased the design workload of university teachers as they endeavour to migrate and transtion their teaching online". No data or argument is offered for this assertion.
"This will help university teachers significantly, especially during the current pandemic has increased the design workload of university teachers as they endeavour to migrate and transtion their teaching online."
Discussion¶
Related Claims¶
- District leaders report pandemic-era teacher workloads have at least doubled, contributing to burnout concerns and earlier-than-planned retirements — related
- Faculty dispositions and use of technological affordances for online teaching changed over time during the pandemic — related
- Training providers and instructors faced logistical challenges moving in-person apprenticeship training online but adapted quickly — related
- Teachers of lower-SES students were less likely to have previous online teaching experience and reported the transition to remote instruction as more challenging — related
- During emergency remote teaching, teachers' professional learning was opportunistic rather than planned, with no clear duration — related
- STEM faculty implemented the five inquiry phases online during COVID-19 emergency remote teaching — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pandemic-increased-design-workload-online-migration |
title |
The Covid-19 pandemic increased the design workload of university teachers as they migrated teaching online |
description |
The Covid-19 pandemic increased the design workload of university teachers as they migrated teaching online |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — connolly-2021 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.