Responding to COVID-19: Professors Reflect
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| Title: | Responding to COVID-19: Professors Reflect |
|---|---|
| Language: | English |
| Authors: | Katherine Angell, Alan Hertz, John Woolf |
| Source: | Frontiers: The Interdisciplinary Journal of Study Abroad. Aug 2022 34(2):1-10. |
| Availability: | Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Pandemics, College Faculty, Teacher Attitudes, Reflection, Web Based Instruction, Foreign Countries, Study Abroad |
| Geographic Terms: | United Kingdom (London) |
| ISSN: | 1085-4568 2380-8144 |
| Abstract: | In this article, three professors teaching a liberal arts curriculum reflect on the sudden move to virtual teaching during COVID-19. This initially disrupted the location-specific nature of their courses, taught in London to international students from around the world, but in the pedagogical disorientation came a new orientation. By offering personal reflections, the authors outline their errors and successes in continuing location-based education virtually. They argue that many of the adopted strategies enriched their teaching and are transferable to other forms of location-based education, such as study abroad. The innovations that were forced under COVID-19 will, they suggest, become permanent features within educational institutions and study abroad. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1350422 |
| Database: | ERIC |
| Abstract: | In this article, three professors teaching a liberal arts curriculum reflect on the sudden move to virtual teaching during COVID-19. This initially disrupted the location-specific nature of their courses, taught in London to international students from around the world, but in the pedagogical disorientation came a new orientation. By offering personal reflections, the authors outline their errors and successes in continuing location-based education virtually. They argue that many of the adopted strategies enriched their teaching and are transferable to other forms of location-based education, such as study abroad. The innovations that were forced under COVID-19 will, they suggest, become permanent features within educational institutions and study abroad. |
|---|---|
| ISSN: | 1085-4568 2380-8144 |
