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Teaching and Learning during and beyond the Pandemic

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Title: Teaching and Learning during and beyond the Pandemic
Language: English
Authors: Simona Laurian-Fitzgerald, Carlton J. Fitzgerald
Source: New England College Journal of Applied Educational Research. 2023 3(1):34-58.
Availability: New England College. 98 Bridge Street, Henniker, NH 03242. Tel: 603-428-2000; e-mail: jaer@nec.edu; Web site: https://www.nec.edu/research/nec-jaer
Peer Reviewed: N
Page Count: 25
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, College Faculty, Educational Change, Trauma, Teaching Experience, Teacher Improvement, Student Improvement, Skill Development, Electronic Learning, Student Needs, Equal Education, Student Evaluation, Blended Learning, Student Centered Learning, Student Attitudes, Social Emotional Learning, College Students
ISSN: 2836-8339
Abstract: Although educators and students around the world are still dealing with the effects of the COVID-19 pandemic, college and university professors are moving forward with the lessons we have learned since March 2020. Like all teachers throughout the world, college and university instructors were forced to change how we taught and how our students learned during the pandemic. Many of the results of the pandemic have been traumatic, and many of us will never be the same again. We, the authors of this article, believe that the traumatic results of the pandemic, though, cannot cause us to just become victimized by the awful events of the past 2 1/2 years. We must use our experiences to make us better instructors and our students better learners. In this article, we share our experiences and the lesson that we learned during our time working with our students during the pandemic. The three biggest lessons for us included: (1) As we developed our skills as online instructors, so, too, did our students develop their skills as online learners; (2) Our students are unique, and, as we adapted to the different needs of our students, they became more effective learners; and (3) If we are going to deliver equity to learning for our students, we must give students options for how they learn, how they are assessed, and what they learn.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1446424
Database: ERIC
FullText Text:
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  Data: Teaching and Learning during and beyond the Pandemic
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  Data: <searchLink fieldCode="AR" term="%22Simona+Laurian-Fitzgerald%22">Simona Laurian-Fitzgerald</searchLink><br /><searchLink fieldCode="AR" term="%22Carlton+J%2E+Fitzgerald%22">Carlton J. Fitzgerald</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22New+England+College+Journal+of+Applied+Educational+Research%22"><i>New England College Journal of Applied Educational Research</i></searchLink>. 2023 3(1):34-58.
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  Data: New England College. 98 Bridge Street, Henniker, NH 03242. Tel: 603-428-2000; e-mail: jaer@nec.edu; Web site: https://www.nec.edu/research/nec-jaer
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  Data: Although educators and students around the world are still dealing with the effects of the COVID-19 pandemic, college and university professors are moving forward with the lessons we have learned since March 2020. Like all teachers throughout the world, college and university instructors were forced to change how we taught and how our students learned during the pandemic. Many of the results of the pandemic have been traumatic, and many of us will never be the same again. We, the authors of this article, believe that the traumatic results of the pandemic, though, cannot cause us to just become victimized by the awful events of the past 2 1/2 years. We must use our experiences to make us better instructors and our students better learners. In this article, we share our experiences and the lesson that we learned during our time working with our students during the pandemic. The three biggest lessons for us included: (1) As we developed our skills as online instructors, so, too, did our students develop their skills as online learners; (2) Our students are unique, and, as we adapted to the different needs of our students, they became more effective learners; and (3) If we are going to deliver equity to learning for our students, we must give students options for how they learn, how they are assessed, and what they learn.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 34
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Trauma
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Teacher Improvement
        Type: general
      – SubjectFull: Student Improvement
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Student Evaluation
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      – SubjectFull: Blended Learning
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      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: College Students
        Type: general
    Titles:
      – TitleFull: Teaching and Learning during and beyond the Pandemic
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            NameFull: Carlton J. Fitzgerald
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              Y: 2023
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