Covid 19 resulted in classrooms without walls: What can pedagogical and content knowledge (PCK) offer?

Research output: Contribution to journalArticlepeer-review

Abstract

The pandemic resulted in countless tips about how technology can replace face-to-face instruction. This paper illustrates how our pedagogical philosophies can impact our online course decisions and how a PCK frame offered a gateway for thinking about epistemological access and social justice during Emergency Online Teaching (EOT). The data included student online learning experiences taken from their reflective journal assignments, FlipGrid, and daily course feedback. It showed that a collaborative online community of practice, self-directed learning, and integrated assessment provided student access, voice and engagement. Thus, Post-covid, PCK holds potential for instructional design and emancipatory online pedagogies in higher education.
Original languageEnglish
JournalJournal of Educators Online
Volume20
Issue number2
DOIs
Publication statusPublished - Mar 8 2023

Keywords

  • Emergency online teaching (EOT), Pedagogical and content knowledge (PCK), self-directed learning, constructivist teaching, sociocultural learning, emancipatory and social justice pedagogies, synchronous, teaching philosophies

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