Teaching and Learning in a Time of Corona: A Social Work Experience

Abstract

Preliminary results of a qualitative study of the lived experience of teaching and learning during the Covid-19 pandemic are presented. An instructor, a program director and five doctoral students in different stages of their coursework and dissertation proposal development, wrote a reflective journal. Participants varied in their levels of familiarity with technology-assisted education, personal backgrounds and circumstances including work and family responsibilities. Participants’ journals documenting their reactions, struggles and coping since the abrupt move of the university from face to face to online classes were content analyzed. The analysis was co-conducted by five participants to identify themes and generate understanding of the experience. Two main themes emerged from the analysis: a developmental process of participants’ reactions, perceptions and meaning making of the experience and factors that shaped it. Lessons learned are discussed and recommendations for professional education and directions for future research are suggested.

Physical Therapy Education Program Faculty Challenges, Concerns, and Priorities During the COVID-19 Pandemic: Looking Back and Moving Forward

“…However, although the pandemic provided a catalyst for innovation and a shift toward hybrid models of education, 10,11,13,14,23-25 a number of negative consequences and unresolved issues need to be addressed. 9,10,15 Our findings provide important faculty perspectives on the challenges, concerns, and priorities of faculty from a group of physical therapy education programs highly diverse in community locations, faculty and student cohort sizes, and institutional structure. Interestingly, nonparametric analysis of the magnitude of faculty challenges and concerns between different geographical regions failed to show statistically significant patterns or differences.…”

“…11,14 Concerns include a decrease in faculty-student engagement, inadequate depth of psychomotor learning, and issues of student anxiety and mental health. 9,10,12,15 e purpose of this article was to share the major challenges and concerns reported by faculty teaching during the COVID-19 pandemic, and the priorities believed to be necessary for programs to be better prepared for future disruptive events. is study was designed as a companion study to that of Hyland et al, 16 which reported physical therapy student perceptions of their education during the pandemic.…”

“…11,14 Concerns include a decrease in faculty-student engagement, inadequate depth of psychomotor learning, and issues of student anxiety and mental health. 9,10,12,15…”

Online Teaching With M-Learning Tools in the Midst of Covid-19: A Reflection Through Action Research

“…Among the major issues during the COVID-19 online teaching were limited students' access to technology, faculty's inability to master technology, insufficient availability of technical support, and guidance for faculty, and diverse attitudes towards completely technologymediated teaching and learning experience (McMurtrie, 2020). Furthermore, some field and labbased courses such as those in biology, chemistry, performing arts faced even more challenges in an online mode because they depend on experiential learning (Berger et al, 2021).…”

“…A better understanding of the experience may help in the preparedness for possible future disasters (Xia et al, 2020). The Lessons learned may help in guiding the improvement of handling the repeat of another extended transition to online teaching (Berger et al, 2021). This study focused on the use the conceptual framework of unified theory of acceptance and use of technology (UTAUT) to guide the use of M-learning to support online-teaching.…”