Open AccessAll That You Can’t Leave Behind - Essential Post-COVID Technology and Pedagogy
Author(s) -
Maynard H. Schaus,
Susan Larkin,
Denise Wilkinson
Publication year - 2021
Publication title -
metropolitan universities
Language(s) - English
Resource type - Journals
eISSN - 2472-3541
pISSN - 1047-8485
DOI - 10.18060/25331
Subject(s) - covid-19 , flexibility (engineering) , adaptation (eye) , pandemic , face (sociological concept) , public relations , higher education , sociology , political science , engineering ethics , pedagogy , psychology , engineering , management , medicine , social science , disease , pathology , virology , neuroscience , outbreak , infectious disease (medical specialty) , law , economics
The COVID-19 pandemic forced many institutions to adapt quickly and substitute technology-based online or remote instruction in place of in-person instruction. This adaptation caused many faculty to develop new technology fluencies, which can provide more flexibility and innovation moving forward. However, the technological lessons learned from the COVID-19 pandemic are somewhat conflicting, as we have also learned that there are places where in-person instruction is extremely valuable. As we move beyond COVID-19 protocols, there are many important implications for universities seeking to effectively instruct an increasingly diverse student body in ways that reflect both their mission and core values and also take into account the changing landscape of higher education.This article considers the lessons that Virginia Wesleyan University (VWU) learned during the pandemic and how these experiences will shape instruction moving forward. Through a series of remote technology workshops, reflective collaboration, and focus groups, many faculty identified new approaches using technology that they will continue to incorporate into instruction post-pandemic while still maintaining the face-to-face instruction that is highly valued at institutions like VWU. We will discuss how to balance and bring together the best aspects of both traditional pedagogies and the new practices learned.