Standing Strong amid a Pandemic: How a Global Online Team Project Stands Up to the Public Health Crisis

Autor/inn/en	Logemann, Minna; Aritz, Jolanta; Cardon, Peter; Swartz, Stephanie; Elhaddaoui, Terri; Getchell, Kristen; Fleischmann, Carolin; Helens-Hart, Rose; Li, Xiaoli; Palmer-Silveira, Juan Carlos; Ruiz-Garrido, Miguel; Springer, Scott; Stapp, James
Titel	Standing Strong amid a Pandemic: How a Global Online Team Project Stands Up to the Public Health Crisis
Quelle	In: British Journal of Educational Technology, 53 (2022) 3, S.577-592 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Logemann, Minna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13189
Schlagwörter	COVID-19; Pandemics; Educational Technology; Technology Uses in Education; Teacher Role; Teacher Student Relationship; Interaction; Online Courses; Teaching Methods; College Faculty; College Students; Cooperation + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Collegestudent; Co-operation; Kooperation
Abstract	The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 pandemic. This paper draws on a quantitative dataset from a post-project survey among 500 participating students and a qualitative narrative inquiry of personal experiences of the faculty members. The findings reveal how innovative use of a variety of collaboration and communication technologies helped students and their professors in building emotional connection and compassion to support each other in the midst of the crisis, and to accomplish the project despite connectivity disruptions. The results suggest that the role of an instructor changed to a coach and mentor, and technology was used to create a greater sense of inclusion and co-presence in student-faculty interactions. Ultimately, the paper highlights the role of technology to help the participants navigate sudden crisis affecting a global online instructional team project. The adaptive instructional teaching strategies and technologies depicted in this study offer transformative potential for future developments in higher education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01