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

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Title: Educators' Experiences of Pivoting Online: Unearthing Key Learnings and Insights for Engaging Students Online
Language: English
Authors: Brown, A. (ORCID 0000-0002-0306-729X), Lawrence, J., Foote, S., Cohen, J., Redmond, P. (ORCID 0000-0001-9674-1206), Stone, C. (ORCID 0000-0001-6367-8810), Kimber, M., Henderson, R. (ORCID 0000-0001-7906-766X)
Source: Higher Education Research and Development. 2023 42(7):1593-1607.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Teacher Collaboration, Faculty Development, Learner Engagement, Electronic Learning, Educational Planning, Learning Processes, Educational Strategies
DOI: 10.1080/07294360.2022.2157798
ISSN: 0729-4360
1469-8366
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1398374
Database: ERIC
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  Data: Educators' Experiences of Pivoting Online: Unearthing Key Learnings and Insights for Engaging Students Online
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  Data: <searchLink fieldCode="AR" term="%22Brown%2C+A%2E%22">Brown, A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0306-729X">0000-0002-0306-729X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lawrence%2C+J%2E%22">Lawrence, J.</searchLink><br /><searchLink fieldCode="AR" term="%22Foote%2C+S%2E%22">Foote, S.</searchLink><br /><searchLink fieldCode="AR" term="%22Cohen%2C+J%2E%22">Cohen, J.</searchLink><br /><searchLink fieldCode="AR" term="%22Redmond%2C+P%2E%22">Redmond, P.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9674-1206">0000-0001-9674-1206</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stone%2C+C%2E%22">Stone, C.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6367-8810">0000-0001-6367-8810</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kimber%2C+M%2E%22">Kimber, M.</searchLink><br /><searchLink fieldCode="AR" term="%22Henderson%2C+R%2E%22">Henderson, R.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7906-766X">0000-0001-7906-766X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2023 42(7):1593-1607.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Planning%22">Educational Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink>
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  Data: 10.1080/07294360.2022.2157798
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  Data: 0729-4360<br />1469-8366
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  Data: 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.
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