Finding Our Way Through a Pandemic
Teaching in Alternate Modes of Delivery
Bibliographic Data
| ID | 22166376 |
|---|---|
| Authors | Edward R Howe (0000-0002-9579-4944, Thompson Rivers University), Georgann Cope Watson (Thompson Rivers University) |
| Year | 2021 |
| Volume | 6 |
| Publication date | 2021-05-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2021.661513 |
| OpenAlex | W3165884298 |
| Language | EN |
| Citations received | 3 |
| References cited | 38 |
The COVID-19 pandemic caused a dramatic pivot to online learning and has forced teachers to critically re-evaluate teaching strategies. Thus, the questions, framing this self-study were: 1) How will I be able to do the learning activities I normally do in the classroom online including individual work, group activities, debates, and whole class discussions? and 2) How will I be able to pivot my signature lessons to the alternate delivery model? This self-study of teaching and teacher education practices (S-STTEP) builds on previous research to transform traditional face-to-face lessons into effective online lessons using alternate modes of delivery. In this paper, Ted shares some of his signature lessons including ice-breakers, critical response questions, discussions, group activities, and jigsaws, utilizing Moodle, Big Blue Button, Padlet, Google Docs, and other online tools. With Georgann’s help as a critical friend, Ted critically analyzed his teaching of Master of Education graduate students through S-STTEP. In addition, he explored comparative ethnographic narrative (CEN) as another way of knowing within the S-STTEP space. Data included detailed weekly reflections. In addition, students provided written feedback at the end of each class, and at the end of term through a survey and course evaluation. Ted shared weekly electronic journal reflections and student feedback with Georgann, via email and teleconferences. Then, together Ted and Georgann made meaning from these field texts. The research text evolved from teacher-to-teacher conversations . Promising pedagogies for synchronous and face to face learning were identified with several signature lessons the focus. Georgann, as Ted’s critical friend helped confirm and verify the most significant results amongst the many interesting reflections made
Mathematics education · Narrative · Pedagogy · Communication in Education and Healthcare · Computer Science · Education and Critical Thinking Development · Engineering · Online and Blended Learning · Psychology · Artificial Intelligence
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Öğretmenleri̇n Öğreti̇m Programi Okuryazarliği, Öğreti̇m Programina Bağliliği Ve Öğretmen Özerkli̇ği̇ Düzeyleri̇ Arasindaki̇ İli̇şki̇ni̇n Anali̇zi̇
Composing Diverse Identities
U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the Covid-19 Pandemic
Critical thinking, cognitive presence, and computer conferencing in distance education
Connectivism
The Methodology of Self-Study and Its Theoretical Underpinnings
Assessing Teaching Presence in a Computer Conferencing Context
Online Teaching and Learning in Higher Education during the Coronavirus Pandemic
Self-Study, Critical Friendship, and the Complexities of Teacher Education
Experience and Education
Assessing the Impact of the Covid-19 Pandemic on Student Wellbeing at Universities in the United Kingdom
Cultivating Teachers When the School Doors Are Shut
Virtual Teaching in the Time of Covid-19
The Phenomenon of Moving to Online/Distance Delivery as a Result of Covid-19
Joseph Schwab, self-study of teaching and teacher education practices proponent? A personal perspective
Transcultural teacher development within the dialectic of the global and local
The Practical 4
Teacher Conversations
The Ethnographer's Method
Online University Teaching During and After the Covid-19 Crisis
Stories of Experience and Narrative Inquiry
Researching Teacher Education Practices
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |