The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Thriving Through Disruption: COVID-19, Online Education, and Innovation
Abstract
In this chapter, the authors will explore the ways COVID-19 initiated widespread reform in how faculty approach online teaching. The researchers will focus on how they addressed the shift from emergency remote teaching to faculty empowerment, centered on best practices in online learning. The change, like many campuses around the nation, happened quickly and with limited resources. A central argument of this chapter is that the pandemic created unexpected opportunities for collaboration and innovation across the divide between face-to-face and online instructional design. In tackling this challenge, the researchers were inspired by the community of inquiry framework. The framework is a social constructivist model describing the learning environment as the intersection of three key “presences”: teaching, social, and cognitive. Combining this framework with social-emotional learning theory suggests that online instructional designers consider the trinity of feeling, doing, and creating when designing and delivering faculty professional development.
Related Content
|
Kieran Chidi Nduagbo.
© 2023.
16 pages.
|
|
Hasan Ucar.
© 2023.
15 pages.
|
|
Paul Michalec, Lindsay Brunhofer, John A. O'Malley.
© 2023.
16 pages.
|
|
Shalin Hai-Jew.
© 2023.
12 pages.
|
|
Jerri Ward-Jackson, Chien Yu.
© 2023.
19 pages.
|
|
Mette L. Baran, Janice E. Jones.
© 2023.
22 pages.
|
|
Herbert Ntuli, Edwin Muchapondwa, Victor Ntuli, Lina Mangwende.
© 2023.
22 pages.
|
|
|