Negotiating teachers’ identities during the collaborative online learning design and delivery

The digitalisation of education has had a profound effect on the way education is designed and delivered, contributing to the increasing agency of some actors while shifting the roles and responsibilities of others. However, little attention has been paid to how digitalisation in higher education is affecting university teachers and their professional practice. This paper presents insights based on the reflections of Russian higher education teachers on their practice during collaborative online learning design and delivery. The data were analysed thematically, revealing that teachers engaged in identity (re)negotiation through the exercise of their teaching agency, adaptation to new teaching methods, contributions to maintaining the public image of higher education institutions, and acceptance of guidance and support from other stakeholders.