COVID-19 Resulted in Classrooms without Walls: What Can Pedagogical and Content Knowledge (PCK) Offer?

Autor/in	Bedeker, Michelle
Titel	COVID-19 Resulted in Classrooms without Walls: What Can Pedagogical and Content Knowledge (PCK) Offer?
Quelle	In: Journal of Educators Online, 20 (2023) 2, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	COVID-19; Pandemics; Pedagogical Content Knowledge; Social Justice; Online Courses; Educational Philosophy; Epistemology; Case Studies; Decision Making; Educational Change; Journal Writing; Feedback (Response); Student Attitudes; Independent Study; Learner Engagement; Instructional Design; Reflection; Cooperative Learning; Higher Education; Communities of Practice; Computer Mediated Communication; Constructivism (Learning); Sociocultural Patterns; Russian; Turkic Languages; Graduate Students; Scaffolding (Teaching Technique); Universities; Foreign Countries; Kazakhstan + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Soziale Gerechtigkeit; Online course; Online-Kurs; Bildungsphilosophie; Erziehungsphilosophie; Erkenntnistheorie; Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; Bildungsreform; Zeitschriftenaufsatz; Schülerverhalten; Selbststudium; Lesson concept; Lessonplan; Unterrichtsentwurf; Kooperatives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Community; Computerkonferenz; Soziokulturelle Theorie; Russisch; Turkish; Türkisch; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; University; Universität; Ausland; Kasachstan
Abstract	The pandemic resulted in countless tips about how technology can replace face-to-face instruction. This paper illustrates how pedagogical philosophies can impact online course decisions and how a PCK frame offers a gateway for thinking about epistemological access and social justice during Emergency Online Teaching (EOT). This research followed an intrinsic case study design including multiple data sets that were analyzed through inductive, deductive, and axial coding before generalizing patterns across students' reflective journals, FlipGrid recordings, daily tasks, and end-of-course feedback. The results showed that a collaborative online community of practice, self-directed learning, and integrated assessment provided student access and encouraged voice and engagement. Thus, post-COVID-19 PCK holds potential for instructional design and emancipatory online pedagogies in higher education. (As Provided).
Anmerkungen	Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01