Abstract
As one of the world’s major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege and marginalization in the structures and methods of online education. The pandemic starkly exposes disparities in access, equity, and inclusivity. Addressing these challenges will require explicit measures to acknowledge these power imbalances by rethinking what counts as effective teaching and learning rather than relying on institutions to revert to business as usual after this pandemic abates.
Highlights
From Interruption to InterventionMarch 11, 2020: FULL STOP
Pandemic Pedagogy provides a panoramic perspective of key issues the education community faces amid a public health crisis that forces redefinition of what constitutes effective instruction
The following reflections stem from preliminary examination of emergent themes from the more than 1.4 million content items generated far in the Pandemic Pedagogy Facebook group
Summary
That was the day face-to-face classroom instruction screeched to a halt at my university, suspending all classes for 1 week During this time, all courses would transform into a fully online delivery mode as a way to protect students and teachers from the newly declared. Large-scale shift to online instruction began as an emergency stopgap, communication educators and students will continue to face the post-pandemic ramifications of more extensive and intensive incorporation of online instruction for years to come. Regardless of their experience in online teaching, instructors quickly realized that online represented more than merely the location of instructional content. Pandemic Pedagogy provides a panoramic perspective of key issues the education community faces amid a public health crisis that forces redefinition of what constitutes effective instruction
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