A curriculum that is centrally planned and delivered in a manner that ensures educational opportunities are substantially equal in quality and delivery across all sections of the same course.
Published in Chapter:
Silver Linings: From Emergency Remote Teaching to EAP Resiliency
Cristina Tat (Kwansei Gakuin University, Japan), Sean Eric Kil P. Gay (Kwansei Gakuin University, Japan), Bradley D. F. Colpitts (Kwansei Gakuin University, Japan), Thomas P. Stones (Kwansei Gakuin University, Japan), Lucas A. Dickerson (Kwansei Gakuin University, Japan), and Mahboubeh Rakhshandehroo (Kwansei Gakuin University, Japan)
Copyright: © 2022
|Pages: 26
DOI: 10.4018/978-1-6684-4205-0.ch006
Abstract
This chapter explores the experiences of six educators and course coordinators working within an English for academic purposes (EAP) program at a private university in Western Japan. The authors leverage an action-research approach to examine their own narratives surrounding the challenges of adjusting to emergency remote teaching (ERT) during the COVID-19 pandemic. The authors wrote narratives regarding the daunting task of using digital tools to convert face-to-face content into ERT. The authors coded each other's narratives and then used the auto-hermeneutic approach to analyze the data to find recommendations for improving pedagogy and practice. The chapter offers insight into best practice for those embedded in EAP or other similarly interconnected, multi-faceted content higher education programs. The results suggest educators need to help cultivate greater institutional, faculty, and student competency with educational technologies and to explore evidence-based pedagogy related to online learning to prepare for future instances of ERT.