Online Instruction during a Pandemic: Faculty Collaboration and Self-Care

Gina Cicco*
The School of Education, St. John's University, New York.
Periodicity:October - December'2020
DOI : https://doi.org/10.26634/jet.17.3.17545
World Health Organization : COVID-19 - Global literature on coronavirus disease
https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/en/covidwho-963188
ProQuest Central | ID: covidwho-963188

Abstract

This article will provide an overview of the impact of the coronavirus disease 2019, also known as COVID-19, pandemic on educators. The transition from face-to-face to online instruction revolutionized perspectives on synchronous and asynchronous course modalities. New live media methods of interaction were adopted with little to no training for teachers and students. Simultaneously, educators, counselors, students, and families faced a multitude of challenges occurring in their own lives and those of their students. These challenges included but were not limited to anxiety and depression, low self-efficacy, fear, domestic violence, substance abuse, oppression, and trauma (Bozkurt & Sharma, 2020; Dorn et al., 2020). The conversion to online instruction during periods of governmental lockdowns, particularly in large cities with high population density, greatly obstructed lifestyles, expectations, and self-care routines for individuals across age groups and socioeconomic levels. While many dramatic changes were occurring due to a healthcare crisis, teachers, counselors, and administrators were troubleshooting student difficulties while working from home and often with limited resources and support (Stone, 2020). The article documents the realities of educating students during a pandemic and the changes that may impact education indefinitely, as well as lessons learned regarding the importance of collaboration, flexibility, and self-care.

Keywords

Asynchronous Learning, Faculty Collaboration, Online Courses, Online Instruction, Pandemic, Remote Learning, Self-care, Synchronous And Live Media.

How to Cite this Article?

Cicco, G. (2020). Online Instruction during a Pandemic: Faculty Collaboration and Self-Care. i-manager’s Journal of Educational Technology, 17(3), 1-5. https://doi.org/10.26634/jet.17.3.17545

References

[8]. Pfefferbaum, B., & North, C.S. (2020). Mental health and the Covid-19 pandemic. The New England Journal of Medicine, 383, 510-512.
[9]. Shapiro, S. L., Brown, K. W., & Biegel, G. M. (2007). Teaching self-care to caregivers: Effects of mindfulnessbased stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105-115.
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