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