This paper presents a reflexive analysis of how university educators experience the shift to increasing online teaching in 2019. We explore what it means to be an online educator in contemporary higher education and aim to raise questions about how we approach online education and understand ourselves as educators, informed by a sociomaterial lens. The research utilised collaborative autoethnography (CAE) to facilitate meaning-making and uncover complex perspectives through collaboration and conversation. This enabled us to question what we as educators were losing and what we were gaining as a consequence of shifting to more online modes of teaching via university mandated platforms and processes. Through this methodology, various themes emerged: the role of corporeality; how we constructed ourselves through texts; how others materialised us in virtual spaces; the experience of online time; and our transforming practices and identities. This paper provides a snapshot of a significant cultural milieu in academia as we were afforded time to engage in reflexive practice about teaching online just as the academic world was abruptly mandated to shift almost wholly online. It also provides unique insights into the significance of understanding ourselves as both embodied and social, and the importance of community within academia.

中文翻译：

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渴望连接：大学教育者通过分享在线教学经验创造意义

本文反思性地分析了 2019 年大学教育者如何经历向增加在线教学的转变。我们探讨了在当代高等教育中成为在线教育者的意义，并旨在提出有关我们如何处理在线教育和了解自己作为教育者的问题，由社会物质镜头告知。该研究利用协作自主民族志 (CAE) 来促进意义构建，并通过协作和对话揭示复杂的观点。这使我们能够质疑作为教育工作者的我们正在失去什么，以及通过大学规定的平台和流程转向更多在线教学模式后我们得到了什么。通过这种方法论，出现了各种主题：肉体的作用；我们如何通过文本构建自己；其他人如何在虚拟空间中将我们具体化；在线时间的体验；以及我们不断转变的实践和身份。本文提供了学术界重要文化环境的快照，因为我们有时间参与有关在线教学的反思性实践，就像学术界突然被要求几乎完全转向在线一样。它还提供了对将我们自己理解为具身性和社会性的重要性以及社区在学术界的重要性的独特见解。