COVID-19 RESULTED IN CLASSROOMS WITHOUT WALLS: WHAT CAN PEDAGOGICAL AND CONTENT KNOWLEDGE (PCK) OFFER?

The pandemic resulted in countless tips about how technology can replace face-to-face instruction. This paper illustrates how pedagogical philosophies can impact online course decisions and how a PCK frame offers a gateway for thinking about epistemological access and social justice during Emergency Online Teaching (EOT). This research followed an intrinsic case study design including multiple data sets that were analyzed through inductive, deductive, and axial coding before generalizing patterns across students’ reflective journals, FlipGrid recordings, daily tasks, and end-of-course feedback. The results showed that a collaborative online community of practice, self-directed learning, and integrated assessment provided student access and encouraged voice and engagement. Thus, post-COVID-19 PCK holds potential for instructional design and emancipatory online pedagogies in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educators Online is the property of Journal of Educators Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)