All That You Can’t Leave Behind - Essential Post-COVID Technology and Pedagogy
Keywords:higher education, COVID-19 Pandemic, technology, instructional approach, face-to-face instruction, pedagogy
The COVID-19 pandemic forced many institutions to adapt quickly and substitute technology-based online or remote instruction in place of in-person instruction. This adaptation caused many faculty to develop new technology fluencies, which can provide more flexibility and innovation moving forward. However, the technological lessons learned from the COVID-19 pandemic are somewhat conflicting, as we have also learned that there are places where in-person instruction is extremely valuable. As we move beyond COVID-19 protocols, there are many important implications for universities seeking to effectively instruct an increasingly diverse student body in ways that reflect both their mission and core values and also take into account the changing landscape of higher education.
This article considers the lessons that Virginia Wesleyan University (VWU) learned during the pandemic and how these experiences will shape instruction moving forward. Through a series of remote technology workshops, reflective collaboration, and focus groups, many faculty identified new approaches using technology that they will continue to incorporate into instruction post-pandemic while still maintaining the face-to-face instruction that is highly valued at institutions like VWU. We will discuss how to balance and bring together the best aspects of both traditional pedagogies and the new practices learned.
Benito, Á. Yenisey, K.D., Khanna, K., Masis, M.F., Monge, R.M., Tugtan, M.A., Araya, L.D.V., and Vig, R. (2021). Changes That Should Remain in Higher Education Post COVID-19: A Mixed-Methods Analysis of the Experiences at Three Universities. Higher Learning Research Communications 11: 51–75. https://doi.org/10.18870/hlrc.v11i0.1195
Cesco, S., V. Zara, A.F. De Toni, P. Lugli, G. Betta, A.C.O. Evans, and G. Orzes. (2021). Higher education in the first year of COVID-19: Thoughts and perspectives for the future. International Journal of Higher Education 10: 285-294. https://doi.org/10.5430/ijhe.v10n3p285
Crawford, J., K. Butler-Henderson, J. Rudolph, B. Malkawi, M. Glowatz, R. Burton, P.A. Magni, and S. Lam. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching 3: 9-28. https://doi.org/10.37074/jalt.2020.3.1.7
Ewing, L.-A. (2021). Rethinking Higher Education Post COVID-19. In J. Lee and S.H. Han (eds.), The Future of Service Post-COVID-19 Pandemic, Volume 1, The ICT and Evolution of Work https://doi.org/10.1007/978-981-33-4126-5_3
Hodges, C., S. Moore, B. Lockee, T. Trust, and A. Bond. (2020, Mar 27). The Difference Between Emergency Remote Teaching and Online Learning. Educause Review https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Jaschik, S. (2021, April 26). Provosts Face the Pandemic. Inside Higher Education https://www.insidehighered.com/news/survey/survey-shows-how-provosts-faced-pandemic
Kruger-Ross, M.J. & Holcomb, L.B. (2012). Educational Technology as a Subversive Activity: Questioning Assumptions Related to Teaching and Leading with Technology. Metropolitan Universities, 23(2), 129-141. https://journals.iupui.edu/index.php/muj/article/view/20516/20114
McKenzie, L. (2021, April 27). Students Want Online Learning Options Post-Pandemic. Inside Higher Education https://www.insidehighered.com/news/2021/04/27/survey-reveals-positive-outlook-online-instruction-post-pandemic
Means, B., Toyama, Y., Murphy, R., Bakia, M., and Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Project Report. Centre for Learning Technology. http://repository.alt.ac.uk/id/eprint/629
Moreira, D. (2016). From On-campus to Online: A Trajectory of Innovation, Internationalization and Inclusion. International Review of Research in Open and Distributed Learning 17:186-199. https://doi.org/10.19173/irrodl.v17i5.2384
Neuwirth, L.S., S. Jović, and B.R. Mukherji. (2020). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education https://doi.org/10.1177/1477971420947738
Petronzi, R. and D. Petronzi. (2020). The Online and Campus (OaC) model as a sustainable blended approach to teaching and learning in higher education: A response to COVID-19. Journal of Pedagogical Research 4: 498-507 https://doi.org/10.33902/JPR.2020064475
Tesar, M. (2020). Towards a Post-COVID-19 ‘New Normalcy?’: Physical and Social Distancing, the Move to Online and Higher Education. Policy Futures in Education 18:556-559. https://doi.org/10.1177/1478210320935671
Toquero, C.M. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947
Vallée A, Blacher J, Cariou A, Sorbets E. (2020). Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis. J Med Internet Res 2020;22(8):e16504 https://doi.org/10.2196/16504
Copyright (c) 2022 Maynard Schaus, Susan Larkin, Denise Wilkinson
This work is licensed under a Creative Commons Attribution 4.0 International License.