Teaching Resilience: Enabling Factors for Effective Responses to COVID-19
| Autor: | Susanne Pratt, Alex Baumber, Jacqueline Melvold, Giedre Kligyte, Lucy Allen, Tyler Key |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Knowledge management
Higher education Aside business.industry media_common.quotation_subject pandemic Equity (finance) Theory and practice of education blended learning Social learning Education Openness to experience Nestedness transdisciplinary Sociology Psychological resilience 1301 Education Systems 1302 Curriculum and Pedagogy 1303 Specialist Studies in Education business resilience LB5-3640 Diversity (business) media_common |
| Zdroj: | Student Success, Vol 12, Iss 3, Pp 14-25 (2021) |
| ISSN: | 2205-0795 |
| Popis: | The COVID-19 pandemic has disrupted higher education globally. Teaching staff have pivoted to online learning and employed a range of strategies to facilitate student success. Aside from offering a testing ground for innovative teaching strategies, the pandemic has also provided an opportunity to better understand the pre-existing conditions that enable higher education systems to be resilient-that is, to respond and adapt to disturbances in ways that retain the functions and structures essential for student success. This article presents a case study covering two transdisciplinary undergraduate courses at the University of Technology Sydney, Australia. The results highlight the importance of information flows, feedbacks, self-organisation, leadership, openness, trust, equity, diversity, reserves, social learning and nestedness. These results show that resilience frameworks developed by previous scholars are relevant to university teaching systems and offer guidance on which system features require protection and strengthening to enable effective responses to future disturbances. © The Author/s 2021. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|