Pandemonium, Panic and the Pandemic: Implications for Human Resource Development from an Unplanned Shift to Online Learning

Autor/inn/en	Robinson, Petra A.; Stojanovic, Maja; Robinson, Zachary Z.; Russo Lyons, Renata
Titel	Pandemonium, Panic and the Pandemic: Implications for Human Resource Development from an Unplanned Shift to Online Learning
Quelle	In: European Journal of Training and Development, 46 (2022) 5-6, S.667-681 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-9012
DOI	10.1108/EJTD-01-2021-0015
Schlagwörter	High School Seniors; Doctoral Students; College Faculty; Coaching (Performance); COVID-19; Pandemics; Online Courses; School Closing; Educational Technology; Barriers; Technology Uses in Education; Experience; Success; Skills; Critical Literacy; Critical Theory; Adjustment (to Environment); Personal Narratives + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fakultät; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Erfahrung; Erfolg; Skill; Fertigkeit; Kritisches Lesen; Kritische Theorie; Erlebniserzählung
Abstract	Purpose: This paper aims to explore the experiences of a high school senior, a doctoral student, a university professor and an online academic coach with a rapid, unplanned shift to online learning in the USA during the COVID-19 pandemic to understand the challenges and distinct skills they identify as essential for success in a 100% virtual learning environment. Design/methodology/approach: Through scholarly personal narratives (SPNs), the researchers shared details and authentic knowledge regarding their experiences and perceptions of successful teaching and learning in a 100% online learning environment. Findings: The main goal was to identify necessary skills for success in a 100% virtual learning environment resulting from an unplanned shift. The findings show a need for learner and teacher self-directedness in developing a variety of nontraditional, critical literacies. Originality/value: In light of the imposed and unplanned educational shifts in teaching and learning, this study has strong practical implications for human resource development offered through an analysis of multiple perspectives. This research may lead to a better understanding of how, in a period of rapid, unexpected shifts, individuals need to use self-directedness to leverage personal and professional development opportunities to adapt and succeed in the new environment. Additionally, the authors use an innovative critical theoretical framework to outline the skills the participants report as useful for success in an online classroom during a period of rapid, unexpected shifting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01