"This Wasn't Pedagogy, It Was Panicgogy": Perspectives of the Challenges Faced by Students and Instructors during the Emergency Transition to Remote Learning Due to COVID-19.
Saved in:
| Title: | "This Wasn't Pedagogy, It Was Panicgogy": Perspectives of the Challenges Faced by Students and Instructors during the Emergency Transition to Remote Learning Due to COVID-19. |
|---|---|
| Authors: | Spinks, M'Lyn1 (AUTHOR), Metzler, Mike2 (AUTHOR), Kluge, Stacy3 (AUTHOR), Langdon, Jody4 (AUTHOR), Gurvitch, Rachel5 (AUTHOR), Smitherman, Marina6 (AUTHOR), Esmat, Tiffany7 (AUTHOR), Bhattacharya, Sylvia8 (AUTHOR), Carruth, Laura9 (AUTHOR), Crowther, Katy10 (AUTHOR), Denton, Ren11 (AUTHOR), Edwards, Ordene V.12 (AUTHOR), Shrikhande, Milind13 (AUTHOR), Strong-Green, Ashley14 (AUTHOR) |
| Source: | College Teaching. Oct-Dec2023, Vol. 71 Issue 4, p227-243. 17p. 3 Charts, 2 Graphs. |
| Subject Terms: | *Distance education, *COVID-19 pandemic, *Grief, COVID-19, Self-determination theory, Role conflict, Need (Psychology) |
| Abstract: | This qualitative study explores the impact of the emergency transition to remote education (ETRE) during the COVID-19 pandemic on instructors and students through the lens of self-determination theory (SDT). A modified thematic analysis of narratives from a cross-sectional survey revealed eight themes: Sense of loss/grief, Role conflict, Helplessness, I had no choice, This felt impossible, Lost connections, Am I safe, and They don't care about me. Sub-themes expound on their associated themes. Participant narratives shared feelings of trauma and crisis as they related experiences of higher education during the mandated global shutdown. The stories of these experiences are indicative of loss of autonomy, competence, and relatedness, tenets of self-determination. These experiences, for the majority of students, led to a loss of motivation to learn, participate, or produce meaningful work. For most instructors, the experiences led to a similar lassitude and frustration. The authors conclude that the experience of the ETRE negatively impacted both teaching and learning in the higher education setting. Recommendations include further development in higher education to support both instructors' and students' self-determination during catastrophic change. [ABSTRACT FROM AUTHOR] |
| Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This qualitative study explores the impact of the emergency transition to remote education (ETRE) during the COVID-19 pandemic on instructors and students through the lens of self-determination theory (SDT). A modified thematic analysis of narratives from a cross-sectional survey revealed eight themes: Sense of loss/grief, Role conflict, Helplessness, I had no choice, This felt impossible, Lost connections, Am I safe, and They don't care about me. Sub-themes expound on their associated themes. Participant narratives shared feelings of trauma and crisis as they related experiences of higher education during the mandated global shutdown. The stories of these experiences are indicative of loss of autonomy, competence, and relatedness, tenets of self-determination. These experiences, for the majority of students, led to a loss of motivation to learn, participate, or produce meaningful work. For most instructors, the experiences led to a similar lassitude and frustration. The authors conclude that the experience of the ETRE negatively impacted both teaching and learning in the higher education setting. Recommendations include further development in higher education to support both instructors' and students' self-determination during catastrophic change. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 87567555 |
| DOI: | 10.1080/87567555.2021.2018395 |
