Guidelines for Integrating Care Pedagogy into Faculty Development for Future Emergency Remote Teaching (ERT) in Higher Education: The CARE Framework

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dc.contributor.authorAl Amri, Kamla Sulaimanen
dc.contributor.committeechairHolmes, Glen A.en
dc.contributor.committeememberBond, Mark Aaronen
dc.contributor.committeememberJohnson, Alicia Leinaalaen
dc.contributor.committeememberLockee, Barbara B.en
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2025-03-12T08:00:11Zen
dc.date.available2025-03-12T08:00:11Zen
dc.date.issued2025-03-11en
dc.description.abstractThe COVID-19 pandemic drew considerable attention to online teaching at higher education institutions around the globe. This left some institutions unprepared for the sudden shift and dealing with many challenges, including, but not limited to, faculty development. This study employs a design and development research (DDR) methodology to identify and create guidelines and considerations for integrating care pedagogy into faculty development programs at higher education institutions during emergency remote teaching (ERT). These care-focused faculty development guidelines are designed and developed using Type 2 model research and operationalizing the ADDIE Model. The guidelines were structured into a framework called CARE: Care adoption in remote environments. A panel of eight expert reviewers was recruited to validate and lead the evaluation process after the formation of these guidelines. The hope is that these care-informed faculty development guidelines may offer clarity and guidance to faculty at tertiary education institutions. This will allow them to implement effective, care-full pedagogy within emergency remote teaching settings and help students to optimize their online learning experiences.  en
dc.description.abstractgeneralThe COVID-19 pandemic caused widespread disruptions around the world. Many higher education institutions struggled because of this sudden shift to online teaching. Hence, many students felt anxious, stressed, and overwhelmed. As the pandemic brought some challenges, it also opened new opportunities for faculty development. This design and development research study employs Type 2 model research to create a set of guidelines associated with some targeted strategies to function as a framework to guide faculty in higher education settings to integrate a caring pedagogy into their teaching practices to help students mitigate learning challenges during time of crises and maximize their ERT learning experiences. The guidelines were organized within a framework known as CARE: Care adoption in remote environments. A panel of eight expert reviewers was recruited to evaluate and critique these guidelines. Based on their suggestions and recommendations, certain revisions are required to enhance the design of these guidelines in future versions.  en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:42512en
dc.identifier.urihttps://hdl.handle.net/10919/124845en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectKeywords: Careen
dc.subjectPedagogyen
dc.subjectFaculty Developmenten
dc.subjectGuidelinesen
dc.titleGuidelines for Integrating Care Pedagogy into Faculty Development for Future Emergency Remote Teaching (ERT) in Higher Education: The CARE Frameworken
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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