Pandemic Pedagogy: Disparity in University Remote Teaching Effectiveness

Document Type

Book Section

Publication Date

8-13-2021

Publication Title

Online Teaching and Learning in Higher Education during COVID-19: International Perspectives and Experiences

Edition

1

First page number:

28

Last page number:

38

Abstract

As the COVID-19 pandemic forced universities across the United States to abruptly transition into remote teaching, instructors and students alike struggled with the sudden arrangement of online education. With little time to plan for an emergency online transition, instructors sought out pedagogical tips through social media platforms such as Facebook’s private “Pandemic Pedagogy” group (with 32,432 members). The once public Facebook group revealed surprising disparities across teaching pedagogies during a global pandemic. Colorful debates emerged between providing asynchronous versus synchronous lectures. Should final exams utilize online proctoring services? Are instructors expected to adapt academic expectations and/or provide emotional support to students? The aim of this chapter is to provide a qualitative thematic analysis of key debates, highlighting the disparity in university remote teaching effectiveness during a pandemic.

Controlled Subject

Epidemics; Web-based instruction; College teaching

Disciplines

Higher Education | Online and Distance Education

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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