Angelica Pazurek
I have enjoyed over 20 years of experience as an educator in traditional and online settings in higher education, post-graduate education, and other adult learning contexts. I am currently an instructor and researcher in Learning Technologies at the University of Minnesota where I teach courses on digital literacy, technology ethics, learning with social media, distance education theory, and online learning design. I also developed our undergraduate minor program in Learning Technologies, and I serve as the faculty advisor for this program. My research interests include gender equity in educational technology fields, online teaching and learning, learner engagement in online contexts, and the use of social media for connected learning. More specifically, my scholarship focuses on interpreting the human-centered nature of learning with technology and exploring ways phenomenological research designs can be leveraged to better understand the learner experience.
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better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and
need unique and targeted measures if they are to be addressed. While there are support communities
and mechanisms, parents are overburdened between regular daily/professional duties and emerging
educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation
methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
dependency on online solutions.
This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education, published online in 2017 and available in print in 2019: https://www.tandfonline.com/doi/full/10.1080/09540253.2017.1290219.
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and
need unique and targeted measures if they are to be addressed. While there are support communities
and mechanisms, parents are overburdened between regular daily/professional duties and emerging
educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation
methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
dependency on online solutions.
This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education, published online in 2017 and available in print in 2019: https://www.tandfonline.com/doi/full/10.1080/09540253.2017.1290219.