Distance education support services: Sensemaking amidst the COVID-19 pandemic

Authors

DOI:

https://doi.org/10.61468/jofdl.v28i1.537

Keywords:

sensemaking, support staff, distance education, change

Abstract

In this article, we explore the notion of sensemaking during the COVID-19 pandemic. Exploring sensemaking in periods of disruption and uncertainty can provide a deeper understanding of how distance education institutions can navigate future disruptions. We focus on support staff employed at one institution and their experience during remote work as a result of lockdown measures. Support staff are essential for the effective functioning and success of distance institutions. We use sensemaking as a conceptual and theoretical framework to understand staff experience of how their roles changed because of lockdown measures. Four participants were interviewed on digital platforms. All were involved in sensemaking by exploring the wider system, creating a map of their new work environment, acting to change their work system, and subsequently learning from it. It was also found that their sensemaking includes both affective and cognitive elements. We recommend that sensemaking theories and conceptual frameworks be used to further understand sensemaking in distance education support services during times of change.

Author Biographies

Piera Biccard, University of South Africa

Piera Biccard holds a PhD in Curriculum Studies and is a dedicated educator with many years of experience in teaching mathematics at school level. She transitioned into higher education, assuming the role of a lecturer in the Department of Curriculum and Instructional Studies at Unisa where she lectures honours students and publishes in the fields of mathematics education and open distance learning.

Ningi Sibisi, University of South Africa

Ningi Sibisi is a lecturer in Curriculum and Instructional Studies at the University of South Africa. She holds a Master of Education in Curriculum Studies. Currently she is studying for a PHD in gender-based violence. Her academic interests are gender studies, TVET education, teaching practice, and online learning. She has a passion for online student support.

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Published

2024-10-01

How to Cite

Biccard, P., & Sibisi, N. (2024). Distance education support services: Sensemaking amidst the COVID-19 pandemic . Journal of Open, Flexible and Distance Learning, 28(1), 28–40. https://doi.org/10.61468/jofdl.v28i1.537

Issue

Vol. 28 No. 1 (2024): Journal of Open, Flexible and Distance Learning

Section

Articles - Primary studies

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Copyright (c) 2024 Piera Biccard, Ningi Sibisi

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