Collaborative autoethnography in examining online teaching during the pandemic: from a ‘teacher agency’ perspective

Kim, Grace Jue Yeon; Jing, Zhu; Weng, Zhenjie

doi:10.1080/13562517.2022.2078959

Cited by 8 publications

(9 citation statements)

References 33 publications

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“…These themes-ultimately to become the five subtopics of the Findings section below-became the foci of a targeted literature review and which informed additional, iterative stages of reflection and exchange. This collective reflection and discussion of their own experiences and observations within the university community and of the literature became an integral part of their findings, and, consistent with other CAE studies during COVID-19 (Gates, Beazley, and Davis, 2020;Kim, Zhu, and Weng, 2022), are presented holistically, as such, in the Findings section.…”

Section: Research Methodology and Backgroundmentioning

confidence: 61%

“…Specifically, CAE refers to a method in which "researchers work in community to collect their autobiographical materials and to analyze and interpret their data collectively to gain a meaningful understanding of sociocultural phenomena reflected in their autobiographical data" (Chang, Ngunjiri, and Hernandez, 2013). Throughout the pandemic, numerous CAE studies have documented the lived experiences of students, faculty, and staff affected by disruptions to teaching, learning, and research activities, using their unique experiences of navigating the pandemic to delve into the social impacts and its effects on higher education (Roy and Uekusa, 2020;Gates, Beazley, and Davis, 2020;Kim, Zhu, and Weng, 2022;Godber and Atkins, 2021;Kohnke and Jarvis, 2021;Peters et al, 2020;McFadden et al, 2020). In this way, Roy and Uekusa (2020) describe CAE as a "useful, ethical, and self-empowering research method".…”

Section: Research Methodology and Backgroundmentioning

confidence: 99%

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Internationalization, community, and pandemic pedagogies: a reflective case study of a highly international university during the COVID-19 pandemic

Kozakowski

Lucas

Rudnev

2022

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Many higher education institutions (HEIs) relied on established instructional models, such as Community of Inquiry (CoI), to inform teaching and learning during the COVID-19 pandemic. This reflective case study at a highly international European university finds five areas wherein internationalization has shaped teaching and learning during the pandemic, and which are undertheorized in existing models: mobility and basic needs, instructional modalities, vulnerability, language, and university alliances. Accounting for these areas enables better analysis of pandemic experiences, and when combined with CoI and Universal Design for Learning (UDL) principles, can foster more inclusive and effective learning experiences for students and faculty.

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Section: Research Methodology and Backgroundmentioning

confidence: 61%

Section: Research Methodology and Backgroundmentioning

confidence: 99%

Internationalization, community, and pandemic pedagogies: a reflective case study of a highly international university during the COVID-19 pandemic

Kozakowski

Lucas

Rudnev

2022

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“…, 2017). This aids in teachers' professional development in terms of teaching online, and especially in the face of the pandemic it is a crucial component of the success and effectiveness of e-learning (Kim et al. , 2022).…”

Section: Resultsmentioning

confidence: 99%

“…A viable way in which HEIs can provide support services to teachers is by using training (Mohammadzadeh et al, 2017). This aids in teachers' professional development in terms of teaching online, and especially in the face of the pandemic it is a crucial component of the success and effectiveness of e-learning (Kim et al, 2022).…”

Section: E-learning Effectiveness In Higher Educationmentioning

confidence: 99%

How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

Millidonis

Lois

Georgiou

2023

IJEM

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PurposeIn this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.Design/methodology/approachTo address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.FindingsThe authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.Originality/value The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems.

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“…In this regard, language teachers’ agency refers to teachers’ responses to plan and perform educational change, as well as to guide and conduct their teaching performance in educational contexts. To examine the variables related to teaching behavior and the educational environment, investigations into the agency associated with different periods of teachers’ careers have been conducted to unveil how agency contributes to the growing literature on teaching and learning ( Pei and Yang, 2019 ; Kim et al, 2022 ) this can help to decide which method can be adapted for teachers to enhance their professional research and development. While some studies have been undertaken to discover the relatedness between teachers’ development on the one hand and school culture and leadership on the other ( Postholm, 2012 ; Kovačević and Hallinger, 2019 ), there is a paucity of research on teachers’ experiences of being university teachers who agentively participate in formative assessment.…”

Section: Introductionmentioning

confidence: 99%

An ecological approach to understanding university English teachers’ professional agency in implementing formative assessment

Jiang

Wang

2022

Front. Psychol.

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As a sub-realm of Language Teacher Psychology (LTP), teachers’ professional agency has gained significant attention from educational practitioners and teachers. The aim is to better discern teachers’ professional development and teaching effectiveness with a view to ensuring the quality of language teaching. International literature concerning teachers’ professional agency has noted a shift from knowledge training to vocational development in relation to teachers’ experience in decision making. Yet, little research so far has scrutinized this specific issue in Chinese university settings, and the real picture of teacher agency needs further exploration. Besides, the multidimensional and complex nature of agency identifies the overwhelming research work in understanding its contents in detail based on the previous perspectives from individuals, society, and time. To this end, the ecological understanding of professional agency reframed the theoretical basis of this study, prone to explore how teachers’ experience could be examined in relation to individual capacity, resources, and structural and contextual variables. The study was conducted in Chinese university settings in response to the research gap related to understanding professional agency. Quantitative and qualitative data from questionnaires, interviews, and classroom observations with 116 university teachers in China demonstrated that the enactment of professional agency rested on the interplay between temporal contexts, teacher capacity, and beliefs, especially in the instructional community. The findings revealed that university teachers at different stages of career development manifested variability in exercising their professional agency in relation to adapting or adopting existing teaching concepts, methods, or approaches. Mounting evidence revealed some enablers and constraints in relation to formative assessment, time impact, classroom interaction, and school culture. Emphasizing the interaction between individuals’ ability and their engagement with the professional environment, the findings provide insights into theoretical implications associated with ecological theory and enhance the practical discussion about promoting professional development for novice, mid-career, and veteran English teachers at the university level.

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Collaborative autoethnography in examining online teaching during the pandemic: from a ‘teacher agency’ perspective

Cited by 8 publications

References 33 publications

Internationalization, community, and pandemic pedagogies: a reflective case study of a highly international university during the COVID-19 pandemic

Internationalization, community, and pandemic pedagogies: a reflective case study of a highly international university during the COVID-19 pandemic

How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

An ecological approach to understanding university English teachers’ professional agency in implementing formative assessment

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