ERIC Number: EJ1294821
Record Type: Journal
Publication Date: 2021-Apr
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2165-2554
EISSN: N/A
Reducing Uncertainty and Podcasting Engagement: An HR Classroom Response to COVID-19
Law-Penrose, Jared
Journal of Teaching and Learning with Technology, v10 p365-372 Apr 2021
The rapid spread of 2019 coronavirus disease (COVID-19) has radically reshaped the human resource (HR) management policies and practices in organizations of all sizes across the country. Additionally, COVID-19 has had a major impact on the way in which faculty members teach our classes. In this case study, I discuss the way in which I responded to these changes in the courses I teach related to HR. I start with a description of the way in which COVID-19 has impacted not only the course content, but also the pedagogical approach I use to engage students across my classes. I describe my attempt to foster trust despite the uncertainty associated with individual experiences related to COVID-19. I also explain the process for rapidly transitioning to a virtual classroom setting. I describe how I combined courses for instructional purposes and the way in which I pivoted the curriculum for each course. Specifically, I created time-relevant podcasts for students to use across different courses while maintaining distinct learning outcomes for each course. A sample podcast will be provided upon request for those interested.
Descriptors: COVID-19, Pandemics, Human Resources, Teaching Methods, Handheld Devices, Audio Equipment, Information Dissemination, Higher Education, School Closing, Online Courses, Educational Technology, Technology Uses in Education
Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/jotlt
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A