For institutions relying on in-person college experiences, the impacts of COVID-19 were particularly disruptive. Students anticipating on-ground learning opportunities and interactions were forced to adapt to online classroom experiences during a time of uncertainty, trauma, and racial unrest. Many instructors engaged in fast-track learning on different teaching approaches and digital technologies to transition courses to fully online or other modalities. Not all on-ground course experiences translated well into virtual spaces to facilitate student achievement of particular learning outcomes. Such abrupt changes in course modality posed distinct challenges at high-touch small college environments and necessitated reimagining how to support learners during the pandemic. Through the lenses of a director of a center for teaching and learning and two professors who were center fellows and implemented transformative practices in their courses during the pandemic, this essay discusses contemplative and field- and object-based teaching approaches that helped instructors tackle pandemic obstacles and support student learning through powerful online educational experiences.
Adapting to New Modes of Teaching During COVID-19: Developing Instructional Approaches that Empower Learners and Facilitate Virtual Learning Experiences.
Phillips, C. N., D. Sunderlin, and T. M. Addy (2021 Jul 20) “Adapting to New Modes of Teaching During COVID-19: Developing Instructional Approaches that Empower Learners and Facilitate Virtual Learning Experiences.” Journal of Transformative Learning 8 (1): 10-21.