Abstract

This qualitative study presents the experiences of a high school senior, a doctoral student, and a university professor with online learning during the COVID-19 pandemic. Employing a participatory approach through Scholarly Personal Narratives, we were empowered to share details and authentic knowledge regarding our experiences and perceptions of what skills are needed for successful teaching and learning in a 100% online learning environment and what gaps exist in educators’ professional development. The findings show a need for the development of a variety of nontraditional, critical literacies, such as emotional literacy, technological literacy, game literacy, and equity literacy. In light of the imposed and necessary educational shifts in teaching and learning because of the global pandemic and based on the limited research on how different stakeholders experience these shifts, this study has strong practical implications for online learning in different contexts offered through an analysis of multiple perspectives. We conclude by offering practical suggestions for going forward and discuss professional development opportunities needed to best support online learners.

Presenters

Maja Stojanović
Student, PhD, Louisiana State University, United States

Zachary Zaheer Robinson

Petra Alaine Robinson
Associate Professor, School of Leadership and Human Resource Development, Louisiana State University, Louisiana, United States

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Literacies Learning

KEYWORDS

Online Learning, Pandemic, Scholarly Personal Narratives, Critical, Non-Traditional Literacies

Digital Media

Videos