Educators' Experiences of Pivoting Online: Unearthing Key Learnings and Insights for Engaging Students Online

Autor/inn/en	Brown, A.; Lawrence, J.; Foote, S.; Cohen, J.; Redmond, P.; Stone, C.; Kimber, M.; Henderson, R.
Titel	Educators' Experiences of Pivoting Online: Unearthing Key Learnings and Insights for Engaging Students Online
Quelle	In: Higher Education Research and Development, 42 (2023) 7, S.1593-1607 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, A.) ORCID (Redmond, P.) ORCID (Stone, C.) ORCID (Henderson, R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2157798
Schlagwörter	College Faculty; Teacher Collaboration; Faculty Development; Learner Engagement; Electronic Learning; Educational Planning; Learning Processes; Educational Strategies + Suchen Sie Ihr Suchwort? Fakultät; Lehrerkooperation; Bildungsplanung; Learning process; Lernprozess; Lehrstrategie
Abstract	The impact of the COVID-19 pandemic meant that online teaching in higher education became the default. Educators were, and often now continue to be, required to pivot to online teaching, necessitating them to adapt their teaching delivery, effectively engage students online, and apply existing skills to new and unfamiliar pedagogical contexts. This paper presents a small international case study, investigating the experiences of a diverse group of educators who wanted to learn about engaging students because their higher education institutions were pivoting to online teaching. Following the educators' involvement in professional learning about a particular online engagement framework, the educators used their learning in their planning and online teaching. Data extracted from a deductive coding exercise augmented by qualitative data gleaned from semi-structured interviews was used to explore how the educators enhanced the engagement strategies they implemented in their courses. The findings indicate the types of learning processes used by the educators and how they applied their learning to online teaching. The deductive analysis suggests that the strategies the participants revealed worked well in their online practice correspond with the strategies delineated in the framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01