Preliminary results of a qualitative study of the lived experience of teaching and learning during the Covid-19 pandemic are presented. An instructor, a program director and five doctoral students in different stages of their coursework and dissertation proposal development, wrote a reflective journal. Participants varied in their levels of familiarity with technology-assisted education, personal backgrounds and circumstances including work and family responsibilities. Participants’ journals documenting their reactions, struggles and coping since the abrupt move of the university from face to face to online classes were content analyzed. The analysis was co-conducted by five participants to identify themes and generate understanding of the experience. Two main themes emerged from the analysis: a developmental process of participants’ reactions, perceptions and meaning making of the experience and factors that shaped it. Lessons learned are discussed and recommendations for professional education and directions for future research are suggested.

介绍了对 Covid-19 大流行期间教学和学习的生活经验的定性研究的初步结果。一名讲师、一名项目主管和五名处于课程作业和论文提案制定不同阶段的博士生撰写了一本反思性日记。参与者对技术辅助教育、个人背景和环境（包括工作和家庭责任）的熟悉程度各不相同。自大学突然从面对面课程转向在线课程以来，参与者的日记记录了他们的反应、挣扎和应对，并进行了内容分析。分析由五名参与者共同进行，以确定主题并加深对体验的理解。分析中出现了两个主要主题：参与者反应的发展过程，对经验和塑造它的因素的看法和意义。讨论了经验教训，并提出了专业教育的建议和未来研究的方向。