All That You Can’t Leave Behind - Essential Post-COVID Technology and Pedagogy

Abstract

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.

Developing Equitable and Mutually Beneficial Virtual Community-Engaged Learning Opportunities

“…While some have suggested that online service learning opportunities, in general, may be more or equally effective compared to face-to-face experiences (McGorry, 2012;Waldner, 2015), the current article only addresses the need to plan for alternatives for mutually beneficial community engagement when face-to-face engagement is limited or impossible. Moving into the future, as faculty and community partners are committed to providing high-quality experiential learning opportunities, they have more opportunities to collaborate to identify and address current needs and interests to decide if face-to-face, virtual, or a combination of each best suits their programs and courses (Schaus et al, 2022), and to develop robust contingency plans in case of a disruption to operations. Such contingency planning may allow the continuation of community-engaged learning opportunities in times of crisis.…”