Literaturnachweis - Detailanzeige
| Autor/in | Gross, Karen |
|---|---|
| Titel | Can Online Learning Be Trauma-Responsive? |
| Quelle | In: New England Journal of Higher Education, (2020)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-5978 |
| Schlagwörter | Online Courses; Electronic Learning; Trauma; Resilience (Psychology); Teaching Methods; College Students; College Faculty; School Closing; COVID-19; Pandemics; Racial Relations; Computer Mediated Communication; Teacher Student Relationship; Psychological Patterns; Well Being |
| Abstract | With the growing number of colleges moving to online learning, the author has been asked: Can online learning incorporate trauma-responsive strategies? The short answer is yes. Current events, including the lack of an endpoint in terms of the pandemic, have heightened the stress that students, faculty and staff will feel when colleges and universities reopen. In the COVID-gap (the time between when educational institutions shut down to when they reopen in fall 2020) many students experienced trauma. So did faculty and staff. The trauma experienced was not uniform. This article lists a set of eleven strategies (not listed in order of importance) that can be deployed to ameliorate trauma symptomology in the context of online learning, remembering that all suggestions need to be adapted to the culture, location and climate in which learning is occurring. (ERIC). |
| Anmerkungen | New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail: nejhe@nebhe.org; Web site: https://nebhe.org/nejhe/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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