THE DIFFERENTIATED FEEDBACK FRAMEWORK: AN AUTOETHNOGRAPHICANALYSIS OF ONLINE ENGAGEMENT AND CREATING COMMUNITY
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Published:2023
Issue:1
Volume:7
Page:17-39
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ISSN:2377-9519
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Container-title:International Journal on Innovations in Online Education
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language:en
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Short-container-title:Int J Innov Online Edu
Author:
Chernosky Jeff,Keever Isabelle
Abstract
Realizing that after the COVID-19 pandemic learner and faculty engagement is even more critical to learning-as evidenced by ongoing declines in post-pandemic post-secondary enrollment-this paper presents a series of reflections and experiences from the perspective of a student and faculty member. These experiences are understood through an autoethnography, resulting in the creation of a feedback framework fostering community in online environments. Through self-study, critical reflection of educational theory with practice,and lived experiences, both the student and faculty member describe the formative steps leading to the adaptive creation and implementation of community in the online learning setting. The pandemic, coupled with an intentional shift to a new learning management system(LMS), underscored the criticality of adaptations in teaching and learning. The resulting framework is a model for emphasizing the connection between technology, community, and appreciative andragogy.
Subject
General Earth and Planetary Sciences,General Environmental Science
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