Affiliation:
1. Robert Morris University, USA
Abstract
This chapter is a personal narrative examining how faculty responded to transitioning to the on-line course delivery modality during COVID-19. Using social constructivist philosophical orientation and pedagogies to explore self-identity, the author examines how life-long learning is stifled due to myriad conditions in academe. Social constructivist tenets are used to explore how decisions regarding on-line teaching preparation were made. The chapter concludes with suggestions as to how to better incorporate the non-dominant sector, senior faculty, into the life-long learning strategic plan.
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