Positive Pedagogy and the Impact of Rapid Conversion to Online Learning: A Case Study

Brief Paper (Asynchronous) ID: 60912
  1. aaa
    Karla Hamlen
    Cleveland State University

Abstract: In the spring semester of 2020, educators at all levels rapidly moved face-to-face course content to online formats because of the COVID-19 pandemic. This study investigates one case of the transition in a statistics course among a cohort of doctoral students in an education Ph.D. program. This study explores uses of theory-based pedagogy in development of online content, and the academic outcomes of that cohort as compared with the academic outcomes of the previous cohort that did not experience a transition to online learning during the same statistics course.

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