| dc.description.abstract | In 2020, the sudden shift to emergency remote teaching in response to the COVID-19 pandemic presented many challenges for lecturers, students, and the entire higher education sector. After nearly two lengthy academic years of online learning, lecturers and students in Norway returned to on-campus hybrid education in the autumn semester of 2021. To address this research topic, I invited eleven lecturers from the University of Oslo for semi-structured interviews, and I subsequently analyzed their insights using NVivo, with abductive reasoning to discuss the findings. The analysis of qualitative interview data generated noteworthy themes relating to how instructors experienced and adapted to the change from remote teaching to hybrid education. These themes centered on the initial phase and how lecturers coped with uncertainty, support from faculty and colleagues, and their experiences with hybrid teaching in the recent semester. Simultaneously, insights into instructors’ practices were also documented, namely, the usage of a learning management system (LMS), conducting assessment and examination, using flipped classrooms, implementation of ICT to improve engagement with students, and teaching them to master disciplinary-specific digital tools. By using the Transformative Learning Theory (TLT) and the Community of Inquiry (CoI) framework, this thesis has examined the experiences and teaching practices of academic instructors as they journey through this transition between two learning environments in this time of crisis. Overall, the lectures in this study have shared a wide range of experiences detailing how they demonstrated flexibility, resourcefulness, and being attentive to their students’ needs and struggles. The results from this thesis may inform higher education stakeholders to anticipate future crises, improve professional development, and make adjustments to the “new normal” when organizing on-campus education. | eng |