Article Notice – COVID-19 Resulted in Classrooms Without Walls: What can Pedagogical and Content Knowledge (PCK) Offer?

The second of two articles that scrolled across my electronic desk over the past few days.

COVID-19 Resulted in Classrooms Without Walls: What can Pedagogical and Content Knowledge (PCK) Offer?

• March 2023

• DOI: 10.21203/rs.3.rs-2706542/v1

• License CC BY 4.0

• Published version COVID-19 Resulted in Classrooms Without Walls: What can Pedagogical and Content Knowledge (PCK) Offer?

• Michelle Bedeker

Description – The pandemic resulted in countless tips about how technology can replace face-to-face instruction. This paper illustrates how pedagogical philosophies can impact online course decisions and how a PCK frame offers a gateway for thinking about epistemological access and social justice during Emergency Online Teaching (EOT). This research followed an intrinsic case study design including multiple data sets that were analyzed through inductive, deductive, and axial coding before generalizing patterns across students’ reflective journals, FlipGrid recordings, daily tasks, and end-of-course feedback. The results showed that a collaborative online community of practice, self-directed learning, and integrated assessment provided student access and encouraged voice and engagement. Thus, post-COVID-19 PCK holds potential for instructional design and emancipatory online pedagogies in higher education.