COVID-19 RESULTED IN CLASSROOMS WITHOUT WALLS: WHAT CAN PEDAGOGICAL AND CONTENT KNOWLEDGE (PCK) OFFER?
Bedeker M.
March 2023Grand Canyon University
Journal of Educators Online
2023#20Issue 2
The pandemic resulted in countless tips about how technology can replace face-to-face instruction. This paper illustrates how pedagogical philosophies can impact online course decisions and how a PCK frame offers a gateway for thinking about epistemological access and social justice during Emergency Online Teaching (EOT). This research followed an intrinsic case study design including multiple data sets that were analyzed through inductive, deductive, and axial coding before generalizing patterns across students’ reflective journals, FlipGrid recordings, daily tasks, and end-of-course feedback. The results showed that a collaborative online community of practice, self-directed learning, and integrated assessment provided student access and encouraged voice and engagement. Thus, post-COVID-19 PCK holds potential for instructional design and emancipatory online pedagogies in higher education.
constructivist teaching , emancipatory and social justice pedagogies , Emergency online teaching (EOT) , Pedagogical and content knowledge (PCK) , self-directed learning , sociocultural learning
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Graduate School of Education, Nazarbayev University, Kazakhstan
Graduate School of Education
10 лет помогаем публиковать статьи Международный издатель
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