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Faculty as reflective practitioners in emergency online teaching: an autoethnography
Insung Jung1, Sawa Omori2, Walter P Dawson3
1Education and Language Education, College of Liberal Arts, International Christian University, 3-10-2 Osawa, Mitaka-shi, Tokyo, 181-8585 Japan.
International Journal of Educational Technology in Higher Education
|November 15, 2021
Summary
Faculty members in Tokyo faced challenges with emergency online teaching during COVID-19. Reflective practice and prior experience helped them adapt and solve student and technology issues effectively.
Area of Science:
- Educational Technology
- Higher Education Studies
- Pandemic Pedagogy
Background:
- The COVID-19 pandemic necessitated a rapid shift to emergency online teaching in higher education.
- Liberal arts colleges faced unique challenges in adapting pedagogical approaches for remote delivery.
- Understanding faculty experiences is crucial for developing effective online teaching strategies.
Purpose of the Study:
- To explore the emergency online teaching experiences of five faculty members at a Tokyo liberal arts college during the 2020 COVID-19 pandemic.
- To identify the problems encountered, resources utilized, and problem-solving actions taken by faculty in emergency online teaching.
- To examine the role of reflective practice and prior experience in faculty adaptation to online environments.
Main Methods:
- Autoethnography was employed, utilizing seven weeks of autobiographic reflective journals from a 10-week academic term.
- Qualitative analysis focused on identifying themes related to problems, resources, and solutions in online teaching.
- The study examined individual faculty differences and changes over time.
Main Results:
- Faculty encountered significant student-related and technology-related issues during emergency online teaching.
- Past face-to-face teaching experience was a key resource for problem-solving.
- Faculty with more online teaching experience demonstrated greater adaptability and flexibility in utilizing resources.
Conclusions:
- Reflective practice, including reflection-in-action and reflection-on-action, is vital for faculty development in emergency online teaching.
- Adaptability and flexibility are enhanced by prior online teaching experience.
- Institutions should support faculty in developing competencies for navigating unprecedented challenges in online education.
Keywords:
AutoethnographyEmergency online teachingFaculty experienceOnline educationPandemicReflection-in-actionReflective practitionerMore Related Videos
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