Abstract
This qualitative study explored Health Science faculty navigating learning during a global pandemic. Data collection sources for the study comprised individual interviews, individual online questionnaires, and a focus group. The study produced four emergent themes from data analysis of individual interviews, online questionnaires, and the focus group: Faculty Flexibility with Responding to Virtual Instructional Delivery, Shift from Didactic to Conceptual Contextual Learning, Shift in Assessment of Skills and Competency, and Faculty Creativity in Changing the State of Practice Through Course Design. Conclusions from the study established changing pedagogy from a teacher-focused to student-focused approach and employing creativity were paramount with virtual learning. Students and faculty were ill-prepared for assuming an online learning approach after using instruction based on face-to-face pedagogy Recommendations for future research include conducting a quantitative study of Health Science faculty navigating instruction amid a global pandemic. Obtaining a larger sample size, and conducting a longitudinal study to explore how challenges evolved and rectified through carrying stages of the pandemic would illuminate challenges and possible remedies for mitigating disruption in future academic settings.
Date Dissertation Completed
4-2021
Document Type
Dissertation
Degree Name
Doctorate of Education
Department
Education Studies
Dissertation Advisor
Barbara D. Holmes
Dissertation Committee Members
DeJuanna M. Parker, Kent L. Willis, Leo T. McAuley Brown
Location
Winona, Minnesota
Recommended Citation
De La Fosse, Kara R., "Pedagogic Recontextualization in Health Science Education During a Global Pandemic: Faculty Perspectives on Instructional Adaptations" (2021). Education Doctorate Dissertations. 1.
https://openriver.winona.edu/educationedddissertations/1
Unique Identifier
WSUEDUCDISS_2021_Delafosse_Kara
Included in
Higher Education Commons, Online and Distance Education Commons, Social and Behavioral Sciences Commons
