Faculty as Reflective Practitioners in Emergency Online Teaching: An Autoethnography

Autor/inn/en	Jung, Insung; Omori, Sawa; Dawson, Walter P.; Yamaguchi, Tomiko; Lee, Seunghun J.
Titel	Faculty as Reflective Practitioners in Emergency Online Teaching: An Autoethnography
Quelle	In: International Journal of Educational Technology in Higher Education, 18 (2021), Artikel 30 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dawson, Walter P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-021-00261-2
Schlagwörter	Foreign Countries; College Faculty; College Instruction; Web Based Instruction; Teaching Experience; COVID-19; Pandemics; Autobiographies; Ethnography; Online Courses; Reflective Teaching; Problem Solving; Japan (Tokyo) + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Hochschullehre; Web Based Training; Autobiography; Autobiografie; Autobiographie; Ethnografie; Online course; Online-Kurs; Problemlösen
Abstract	This study aimed to chronicle and understand the emergency online teaching experience of five faculty members in a liberal arts college located in Tokyo, Japan during the COVID-19 pandemic of 2020, adopting the autoethnographic method. It explored the nature and dimensions of problems the faculty members faced, resources used to make sense of problems encountered, and actions they took to solve the problems as reflective practitioners in emergency online teaching. It also examined differences between faculty members over time. Analysis of seven weeks of autobiographic reflective journals during a 10-week academic term revealed that the faculty members encountered a range of problems during the classes, especially student-related and technology-related issues. When encountering problems, faculty members utilized references such as their past experience in face-to-face classroom teaching. Faculty members with more online teaching experience were more adaptable and flexible in mobilizing other references to solve problems. Overall, all members worked as reflective learners and practitioners who continued to reflect on the problems they faced and find solutions. These findings suggest that engaging in reflection-in-action and reflection-on-action can be effective ways for faculty members to develop their competencies to solve problems in emergency online teaching situations when responding to unprecedented challenges and issues is continuously needed. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01