{"title":"Assessing Academics’ COVID-19-Induced Emergency Remote Teaching Experiences Using Transformative Learning Theory","authors":"Kumbirai Mabwe, Edward T. Chiyaka, Alec Sithole","doi":"10.1177/15413446231155433","DOIUrl":null,"url":null,"abstract":"Due to the COVID-19 pandemic, several educational institutions were thrust into a forced culture change as learning, teaching, and assessment moved from traditional face-to-face (F2F) instruction to remote delivery with a profound effect on pedagogy. This paper uses transformative learning theory to explore various aspects of academics’ transition from face-to-face to remote teaching. Findings from an online cross-sectional survey of academics in higher education institutions (n = 95) indicate that academics were confronted with a disorienting dilemma that challenged previously unquestioned teaching experiences, beliefs, and values upon transition to remote teaching. This was followed by reflection, adoption, and implementation of different modes of instructional delivery. The results indicate statistically significant differences in critical reflection, openness, and teaching differently based on race. As higher education institutions transition to a “new” phase of instructional delivery, re-thinking professional development and support for the transformed academic in a new operating environment that remains prone to disruptive events becomes imperative.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Transformative Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/15413446231155433","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Due to the COVID-19 pandemic, several educational institutions were thrust into a forced culture change as learning, teaching, and assessment moved from traditional face-to-face (F2F) instruction to remote delivery with a profound effect on pedagogy. This paper uses transformative learning theory to explore various aspects of academics’ transition from face-to-face to remote teaching. Findings from an online cross-sectional survey of academics in higher education institutions (n = 95) indicate that academics were confronted with a disorienting dilemma that challenged previously unquestioned teaching experiences, beliefs, and values upon transition to remote teaching. This was followed by reflection, adoption, and implementation of different modes of instructional delivery. The results indicate statistically significant differences in critical reflection, openness, and teaching differently based on race. As higher education institutions transition to a “new” phase of instructional delivery, re-thinking professional development and support for the transformed academic in a new operating environment that remains prone to disruptive events becomes imperative.
期刊介绍:
The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive discourse across the spectrum of issues which transformational education encompasses. Those issues include individual experience, educational and institutional processes, formal and informal purposes and venues for such education, and cultural issues such as accessibility and social context for transformative education.