Adult learners, remote learning, and the COVID pandemic: Restructuring educational doctorate courses in crisis

Keywords: educational doctorate, COVID-19, adult learners, communities of practice, positive school leadership

Abstract

This essay serves as the narrative of an early career Assistant Professor as they recall their struggles, vulnerabilities, and insecurities while navigating the need to shift their educational leadership doctoral students to emergency remote learning amid a global pandemic. Using the foundations of transformational experiences for adult learners, the need to sustain the students’ communities of practice, and positive school leadership, the author develops and executes their action plan to meet the needs of their adult learners and support them in the online environment during the COVID-19 crisis. By applying this framework as practicing EdD scholars, we serve as a model for future directions in the teaching spaces of the Education Doctorate by bridging the gap between theory and practice in our higher education teaching spaces.

Author Biography

Linsay DeMartino, Illinois State University
Dr. Linsay DeMartino considers herself a scholar-practitioner. Currently, she is an Assistant Professor in the Educational Administration and Foundations Department at Illinois State University. Her research and teaching are grounded in transformative practices and justice in educational spaces. As a former P-12 educational practitioner, she was a special education resource/inclusion teacher, special education department chair, and an instructional data and intervention administrative coordinator.  

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Published
2021-04-30
How to Cite
DeMartino, L. (2021). Adult learners, remote learning, and the COVID pandemic: Restructuring educational doctorate courses in crisis. Impacting Education: Journal on Transforming Professional Practice, 6(2), 11–15. https://doi.org/10.5195/ie.2021.160