Educators’ experiences of pivoting online : Unearthing key learnings and insights for engaging students online

Journal article


Brown, A., Lawrence, J., Foote, S., Cohen, J., Redmond, P., Stone, C., Kimber, M. and Henderson, R.. (2023). Educators’ experiences of pivoting online : Unearthing key learnings and insights for engaging students online. Higher Education Research and Development. 42(7), pp. 1593-1607. https://doi.org/10.1080/07294360.2022.2157798
AuthorsBrown, A., Lawrence, J., Foote, S., Cohen, J., Redmond, P., Stone, C., Kimber, M. and Henderson, R.
Abstract

The impact of the COVID-19 pandemic meant that online teaching in higher education became the default. Educators were, and often now continue to be, required to pivot to online teaching, necessitating them to adapt their teaching delivery, effectively engage students online, and apply existing skills to new and unfamiliar pedagogical contexts. This paper presents a small international case study, investigating the experiences of a diverse group of educators who wanted to learn about engaging students because their higher education institutions were pivoting to online teaching. Following the educators’ involvement in professional learning about a particular online engagement framework, the educators used their learning in their planning and online teaching. Data extracted from a deductive coding exercise augmented by qualitative data gleaned from semi-structured interviews was used to explore how the educators enhanced the engagement strategies they implemented in their courses. The findings indicate the types of learning processes used by the educators and how they applied their learning to online teaching. The deductive analysis suggests that the strategies the participants revealed worked well in their online practice correspond with the strategies delineated in the framework.

Keywordsonline engagement; higher education; student engagement; COVID-19
Year2023
JournalHigher Education Research and Development
Journal citation42 (7), pp. 1593-1607
PublisherRoutledge
ISSN0729-4360
Digital Object Identifier (DOI)https://doi.org/10.1080/07294360.2022.2157798
Scopus EID2-s2.0-85147036479
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/07294360.2022.2157798
Research or scholarlyResearch
Page range1593-1607
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online20 Jan 2023
Publication process dates
Accepted25 Nov 2022
Deposited26 Jul 2023
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