{"title":"OLJ September 2022 26(3)","authors":"M. Rice","doi":"10.24059/olj.v26i3.3621","DOIUrl":"https://doi.org/10.24059/olj.v26i3.3621","url":null,"abstract":"Full issue","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43129166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While inclusive pedagogies such as culturally responsive teaching may be common in face-to-face learning, there is little published research regarding culturally responsive teaching and learning in higher education online settings. It is not known whether faculty members employ culturally responsive teaching strategies or what types of strategies they use in online courses. The purpose of this study was to determine whether online faculty members practice culturally responsive teaching and to explore the characteristics of culturally responsive teaching that are reflected in the responses of 12 instructors in a fully online undergraduate general education course required in the first few terms of enrollment. Qualitative methodology was utilized, involving deductive and inductive coding methods of analysis. Data were coded deductively based on four major categories of cultural competence: sociopolitical/cultural consciousness, community of learners, and high academic expectations. Data were coded inductively for culturally nonresponsive interactions. Findings from deductive analysis revealed partial use of culturally responsive teaching strategies in online classrooms. Results for inductive analysis showed themes of nondifferentiated responses, missed opportunities for addressing linguistic or cultural differences, and lack of encouragement for collaboration or sense of community. These findings indicate a need for further research in culturally responsive teaching in online learning as well as faculty professional development that focuses on culturally responsive teaching.
{"title":"Culturally Responsive Teaching in an Undergraduate Online General Education Course","authors":"B. Schirmer, A. Lockman","doi":"10.24059/olj.v26i3.2805","DOIUrl":"https://doi.org/10.24059/olj.v26i3.2805","url":null,"abstract":"While inclusive pedagogies such as culturally responsive teaching may be common in face-to-face learning, there is little published research regarding culturally responsive teaching and learning in higher education online settings. It is not known whether faculty members employ culturally responsive teaching strategies or what types of strategies they use in online courses. The purpose of this study was to determine whether online faculty members practice culturally responsive teaching and to explore the characteristics of culturally responsive teaching that are reflected in the responses of 12 instructors in a fully online undergraduate general education course required in the first few terms of enrollment. Qualitative methodology was utilized, involving deductive and inductive coding methods of analysis. Data were coded deductively based on four major categories of cultural competence: sociopolitical/cultural consciousness, community of learners, and high academic expectations. Data were coded inductively for culturally nonresponsive interactions. Findings from deductive analysis revealed partial use of culturally responsive teaching strategies in online classrooms. Results for inductive analysis showed themes of nondifferentiated responses, missed opportunities for addressing linguistic or cultural differences, and lack of encouragement for collaboration or sense of community. These findings indicate a need for further research in culturally responsive teaching in online learning as well as faculty professional development that focuses on culturally responsive teaching. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43323788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Schroeder, Martha Hubertz, Rachel Van Campenhout, Benny G. Johnson
While research in the learning sciences has spurred advancements in educational technology, the implementation of those learning resources in natural learning contexts advances teaching and learning. In this paper, two faculty members at the University of Central Florida used courseware generated with artificial intelligence as the primary learning resource for their students. The selection and enhancement of this courseware is contextualized for each course. Instructor implementation practices over multiple semesters are described and related to resulting student engagement and exam scores. Finally, benefits of the adaptive courseware are discussed not only for student outcomes, but the qualitative changes faculty identified and the impact that iterative changes in teaching practice had on instructors as well as students.
{"title":"Teaching and Learning with AI-Generated Courseware: Lessons from the Classroom","authors":"K. Schroeder, Martha Hubertz, Rachel Van Campenhout, Benny G. Johnson","doi":"10.24059/olj.v26i3.3370","DOIUrl":"https://doi.org/10.24059/olj.v26i3.3370","url":null,"abstract":"While research in the learning sciences has spurred advancements in educational technology, the implementation of those learning resources in natural learning contexts advances teaching and learning. In this paper, two faculty members at the University of Central Florida used courseware generated with artificial intelligence as the primary learning resource for their students. The selection and enhancement of this courseware is contextualized for each course. Instructor implementation practices over multiple semesters are described and related to resulting student engagement and exam scores. Finally, benefits of the adaptive courseware are discussed not only for student outcomes, but the qualitative changes faculty identified and the impact that iterative changes in teaching practice had on instructors as well as students. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47580146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research was to gain an understanding of the unique professional development needs related to the struggles of online adjunct professors. Twenty-one participants from within a purposefully selected group of online adjunct professors in the United States participated in this qualitative investigation. Data were gathered in two phases: the first phase consisted of a six open-ended-question Qualtrics questionnaire completed by the 21 respondents, and the second phase was follow-up interviews with six of the 21 participants along with the collection of pertinent documents related to professional development. Results indicate that online adjunct professors receive varied and limited professional development, and therefore need more training in the following major categories: course preparation and technology awareness, access to course materials and online resources, and improved communication interaction and engagement. The participating online adjunct professors confirmed that training within these professional development areas would be most beneficial for all stakeholders and should be provided by their employing institution or attained through self-initiated methods.
{"title":"Towards Professionalism in Higher Education: An Exploratory Case Study of Struggles and Needs of Online Adjunct Professors","authors":"Dennis Butters, Courtney Gann","doi":"10.24059/olj.v26i3.2801","DOIUrl":"https://doi.org/10.24059/olj.v26i3.2801","url":null,"abstract":"The purpose of this research was to gain an understanding of the unique professional development needs related to the struggles of online adjunct professors. Twenty-one participants from within a purposefully selected group of online adjunct professors in the United States participated in this qualitative investigation. Data were gathered in two phases: the first phase consisted of a six open-ended-question Qualtrics questionnaire completed by the 21 respondents, and the second phase was follow-up interviews with six of the 21 participants along with the collection of pertinent documents related to professional development. Results indicate that online adjunct professors receive varied and limited professional development, and therefore need more training in the following major categories: course preparation and technology awareness, access to course materials and online resources, and improved communication interaction and engagement. The participating online adjunct professors confirmed that training within these professional development areas would be most beneficial for all stakeholders and should be provided by their employing institution or attained through self-initiated methods. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45289905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic caused universities worldwide to close campuses, forcing millions of teachers and students to resort to Emergency Remote Teaching (ERT) and learning. Though necessary, the sudden move to remote delivery marked a significant departure from the standards and norms in distance education. In Korea, the pandemic coincided with the start of the 2020 academic year. Though ERT was new and unplanned during the first semester of the year, it became Sustained Remote Teaching (SRT) in the second. Through the lens of performance improvement theory, we sought to determine if students’ experiences and perceptions with learning remotely via SRT would change over time as a result of institutional preparedness and faculty support/experience. In total, 140 (Spring) and 93 (Fall) exchange students rated their perceptions of Teaching and Learning Processes, Student Support, and Course Structure with their ERT/SRT learning experiences via an electronic survey. An independent-samples one-way ANOVA indicated several statistically significant benchmarks, though results are interpreted as minor real world improvement. Implications for ERT/SRT policy and future research in the context of specific student groups are discussed.
{"title":"From Emergency Remote Teaching (ERT) to Sustained Remote Teaching (SRT): A comparative semester analysis of exchange students’ experiences and perceptions of learning online during COVID-19","authors":"W. Stewart, Youngkyun Baek, Patrick R. Lowenthal","doi":"10.24059/olj.v26i2.2661","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2661","url":null,"abstract":"The COVID-19 pandemic caused universities worldwide to close campuses, forcing millions of teachers and students to resort to Emergency Remote Teaching (ERT) and learning. Though necessary, the sudden move to remote delivery marked a significant departure from the standards and norms in distance education. In Korea, the pandemic coincided with the start of the 2020 academic year. Though ERT was new and unplanned during the first semester of the year, it became Sustained Remote Teaching (SRT) in the second. Through the lens of performance improvement theory, we sought to determine if students’ experiences and perceptions with learning remotely via SRT would change over time as a result of institutional preparedness and faculty support/experience. In total, 140 (Spring) and 93 (Fall) exchange students rated their perceptions of Teaching and Learning Processes, Student Support, and Course Structure with their ERT/SRT learning experiences via an electronic survey. An independent-samples one-way ANOVA indicated several statistically significant benchmarks, though results are interpreted as minor real world improvement. Implications for ERT/SRT policy and future research in the context of specific student groups are discussed.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48915126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research described in this article focuses on determining the effectiveness of Bongo in promoting student retention of concepts in online learning. This study used both quantitative and qualitative measures to examine the effectiveness of student video presentation assignments on student retention of learning and perceptions of the assignment’s contributions to learning. The quantitative methods compared the effects of three treatment conditions (independent reading, Bongo video presentation, and Bongo video presentation with Auto Analysis) on retention of concepts (quizzes administered two weeks after the presentation recordings). Qualitative analysis of student perceptions of the perceived value of Bongo in general, and specifically the Auto Analysis tool, were accomplished through video surveys, transcription, and analysis. Analysis of the data provided strong support for the use of Bongo to increase student retention of concepts, and also revealed that students held favorable perceptions of the value and utility of the tool.
{"title":"A Comparison of Three Assessment Types on Student Engagement and Content Knowledge in Online Instruction","authors":"L. Randall, Jessica Jaynes","doi":"10.24059/olj.v26i2.2720","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2720","url":null,"abstract":"The research described in this article focuses on determining the effectiveness of Bongo in promoting student retention of concepts in online learning. This study used both quantitative and qualitative measures to examine the effectiveness of student video presentation assignments on student retention of learning and perceptions of the assignment’s contributions to learning. The quantitative methods compared the effects of three treatment conditions (independent reading, Bongo video presentation, and Bongo video presentation with Auto Analysis) on retention of concepts (quizzes administered two weeks after the presentation recordings). Qualitative analysis of student perceptions of the perceived value of Bongo in general, and specifically the Auto Analysis tool, were accomplished through video surveys, transcription, and analysis. Analysis of the data provided strong support for the use of Bongo to increase student retention of concepts, and also revealed that students held favorable perceptions of the value and utility of the tool.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41663879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this quantitative, correlational study was to investigate the relationships between perceived online student engagement and self-reported grade point average (GPA) among post-licensure, undergraduate nursing students. Participants for this study were RN-to-BSN students at a mid-sized university in the Midwest. Approximately 110 students were contacted for participation, with 27 complete student responses (N= 27). Study participants were predominately 36 years or older (63%), full-time students (55.6%), and female (77.8%). The Community of Inquiry survey instrument by authors Arbaugh et al. (2008) measured perceived student engagement. Significant, positive correlations among the variables of cognitive presence (rs= .467, p= .014), teaching presence (rs= .448, p= .019), and self-reported GPA were determined among RN-to-BSN students. Significant effect differences were found between student engagement groups and self-reported GPA (p< .05); thus, within this study, student engagement significantly related to academic outcomes. Subsequently, the utilization of institution standards that heighten online student engagement could relate to improved student academic outcomes for RN-to-BSN students.
{"title":"Relationships Between Online Student Engagement Practices and GPA Among RN-to-BSN Students","authors":"Kathryn E. Rioch, Jennifer L. Tharp","doi":"10.24059/olj.v26i2.2680","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2680","url":null,"abstract":"The purpose of this quantitative, correlational study was to investigate the relationships between perceived online student engagement and self-reported grade point average (GPA) among post-licensure, undergraduate nursing students. Participants for this study were RN-to-BSN students at a mid-sized university in the Midwest. Approximately 110 students were contacted for participation, with 27 complete student responses (N= 27). Study participants were predominately 36 years or older (63%), full-time students (55.6%), and female (77.8%). The Community of Inquiry survey instrument by authors Arbaugh et al. (2008) measured perceived student engagement. Significant, positive correlations among the variables of cognitive presence (rs= .467, p= .014), teaching presence (rs= .448, p= .019), and self-reported GPA were determined among RN-to-BSN students. Significant effect differences were found between student engagement groups and self-reported GPA (p< .05); thus, within this study, student engagement significantly related to academic outcomes. Subsequently, the utilization of institution standards that heighten online student engagement could relate to improved student academic outcomes for RN-to-BSN students.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43939821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Not all instructors in higher education enter the classroom with teaching experience, but all have observed teaching in higher education from the perspective of a student. This “apprenticeship of observation” that Lortie (1975) wrote about decades ago at least gives instructors the opportunity to empathize with their students, an important disposition for successful instructors. As more and more instructors are being asked to teach via distance education, they are being asked to do so with no online teaching experience and no or limited experience as an online student. One way, then, for them to develop empathy for online students and become a better online instructor would be to read systematic explications of the lived experiences of online learners. Phenomenology as a research design is purposeful towards gaining an understanding of “lifeworlds.” There is a small but growing body of phenomenological research on distance education, but most of the work is thin, not consistent with core principles of phenomenological research, and not tailored to the uniqueness of the distance education environment. This article makes the case for more phenomenological research on distance education and works towards a framework for this kind of research.
{"title":"Understanding the Lived Experience of Online Learners: Towards a Framework for Phenomenological Research on Distance Education","authors":"J. Becker, M. Schad","doi":"10.24059/olj.v26i2.2642","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2642","url":null,"abstract":"Not all instructors in higher education enter the classroom with teaching experience, but all have observed teaching in higher education from the perspective of a student. This “apprenticeship of observation” that Lortie (1975) wrote about decades ago at least gives instructors the opportunity to empathize with their students, an important disposition for successful instructors. As more and more instructors are being asked to teach via distance education, they are being asked to do so with no online teaching experience and no or limited experience as an online student. One way, then, for them to develop empathy for online students and become a better online instructor would be to read systematic explications of the lived experiences of online learners. Phenomenology as a research design is purposeful towards gaining an understanding of “lifeworlds.” There is a small but growing body of phenomenological research on distance education, but most of the work is thin, not consistent with core principles of phenomenological research, and not tailored to the uniqueness of the distance education environment. This article makes the case for more phenomenological research on distance education and works towards a framework for this kind of research.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48023350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we focus on perceived cognitive presence (CP) in three sections of an intermediate level English for Academic Purposes (EAP) course facilitated online. The researchers intend to demonstrate how lesson design, scaffolding, and a blend of synchronous and asynchronous delivery create perceived CP. Data was collected from the CoI survey (Arbaugh et al., 2008), administered to both student and instructor participants, as well as an analysis of the lesson plans. Focusing on the survey questions related to the four phases of CP, researchers assigned numerical values to responses reported by participants (cf. Arbaugh et al., 2008). Student participants consistently reported lower levels of CP than teachers in the triggering event and exploration phases. Student participants in two of the three sections also reported lower levels of the integration and resolution phases than the teacher, but students in the third section reported higher levels. Moreover, student-reported experiences of CP in all four phases, except the exploration phase, increased with each iteration of the lesson plan. In addition, we analyze the weekly lesson plans in relation to the four phases of CP. Results demonstrate the relationship between lesson plans and perceived CP and will help to inform best practices in online learning contexts.
在这篇论文中，我们将重点放在一个中级水平学术英语(EAP)在线课程的三个部分的感知认知存在(CP)上。研究人员打算展示课程设计、脚手架以及同步和异步交付的混合如何创造可感知的CP。数据收集自CoI调查(Arbaugh等人，2008年)，对学生和教师参与者进行管理，以及对课程计划的分析。研究人员着眼于与CP的四个阶段相关的调查问题，对参与者报告的回答赋予数值(cf. Arbaugh et al.， 2008)。在触发事件和探索阶段，学生参与者一致报告的CP水平低于教师。三个部分中的两个部分的学生参与者报告的整合和解决阶段的水平也低于老师，但第三部分的学生报告的水平更高。此外，除了探索阶段外，学生在所有四个阶段报告的CP体验都随着课程计划的每次迭代而增加。此外，我们分析了每周课程计划与CP的四个阶段的关系。结果表明了课程计划与感知CP之间的关系，并将有助于为在线学习环境中的最佳实践提供信息。
{"title":"Facilitating Cognitive Presence Online: Perception and Design","authors":"Julie McCarroll, Peggy Hartwick","doi":"10.24059/olj.v26i2.3056","DOIUrl":"https://doi.org/10.24059/olj.v26i2.3056","url":null,"abstract":"In this paper, we focus on perceived cognitive presence (CP) in three sections of an intermediate level English for Academic Purposes (EAP) course facilitated online. The researchers intend to demonstrate how lesson design, scaffolding, and a blend of synchronous and asynchronous delivery create perceived CP. Data was collected from the CoI survey (Arbaugh et al., 2008), administered to both student and instructor participants, as well as an analysis of the lesson plans. Focusing on the survey questions related to the four phases of CP, researchers assigned numerical values to responses reported by participants (cf. Arbaugh et al., 2008). Student participants consistently reported lower levels of CP than teachers in the triggering event and exploration phases. Student participants in two of the three sections also reported lower levels of the integration and resolution phases than the teacher, but students in the third section reported higher levels. Moreover, student-reported experiences of CP in all four phases, except the exploration phase, increased with each iteration of the lesson plan. In addition, we analyze the weekly lesson plans in relation to the four phases of CP. Results demonstrate the relationship between lesson plans and perceived CP and will help to inform best practices in online learning contexts. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45463131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katie Clum, Elizabeth Ebersole, D. Wicks, Munyi Shea
In response to the COVID-19 pandemic of 2020 and the ensuing public health crisis, thousands of higher education institutions (HEIs) worldwide have had to grapple with rapid pivots to emergency remote online learning modalities with relatively little time to prepare, and the need to maintain these modalities continues to extend longer than most institutions anticipated. However, this is not the first time HEIs have had to enact an emergency switch to online learning in a time of crisis, and there is perhaps much to be learned from examining the experiences of institutions that have been through this before. Resilient pedagogy is an emerging field in education, but it is intrinsically tied to online learning in a crisis insofar as it describes the ability to intentionally and effectively shift instructional tactics given a change in environment or context. Using a case study approach, this paper explores indicators of resilient pedagogy in emergency pivots to online learning following crisis situations—including the COVID-19 pandemic—in the United States, New Zealand, and South Africa. The data informing this research are qualitative, derived from interviews with faculty members and students in each higher education context.
{"title":"A Case Study Approach to Exploring Resilient Pedagogy During Times of Crisis","authors":"Katie Clum, Elizabeth Ebersole, D. Wicks, Munyi Shea","doi":"10.24059/olj.v26i2.2695","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2695","url":null,"abstract":"In response to the COVID-19 pandemic of 2020 and the ensuing public health crisis, thousands of higher education institutions (HEIs) worldwide have had to grapple with rapid pivots to emergency remote online learning modalities with relatively little time to prepare, and the need to maintain these modalities continues to extend longer than most institutions anticipated. However, this is not the first time HEIs have had to enact an emergency switch to online learning in a time of crisis, and there is perhaps much to be learned from examining the experiences of institutions that have been through this before. Resilient pedagogy is an emerging field in education, but it is intrinsically tied to online learning in a crisis insofar as it describes the ability to intentionally and effectively shift instructional tactics given a change in environment or context. Using a case study approach, this paper explores indicators of resilient pedagogy in emergency pivots to online learning following crisis situations—including the COVID-19 pandemic—in the United States, New Zealand, and South Africa. The data informing this research are qualitative, derived from interviews with faculty members and students in each higher education context. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44079311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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