The emotional transition to online teaching: grief, loss, and implications for academic development

Abstract

Moving to online teaching is an emotional experience for university educators. With increased demand for online learning, understanding emotions associated with this change is important so support can be provided. In a novel use of the Kübler-Ross model to illuminate educators’ emotions about transitioning online, this study analysed texts from a collaborative autoethnography and identified emotions associated with each stage. Loss was related to changed relationships with students, curriculum, and teaching practice. To assist staff to navigate and learn from change, institutions should foster dialogue that surfaces emotions, while harnessing educators’ commitment to student success as sources of excitement and hope.