The Disorienting Dilemma of COVID-19

We’ve all been told at one point or another that everyone learns differently. Traditional schooling is an in-person classroom experience, but recently schools have been forced to find other options. As a result of the pandemic, research suggests some people have discovered that they may actually “perform better in online courses due to the flexibility and responsiveness experienced in online learning.” Some thrive in an environment where they are away from the distractions of others and free to utilize online tools when needed. Will this opportunity for students last, however? A special education professor from California, Wendy Murawski stated in a CSUN Today article that “most educators are concentrating on getting through this period,” and getting back to normal. This is a short-term fix. Educators that entertain this nature of thinking are neglecting to consider the fact that things have changed. 

This pivotal time in education could be a chance to change the way we look at education/instruction for good. It is time to reevaluate what a “normal” learning experience looks like for students, and look into the options of making online/hybrid learning more permanent. Our current reality no longer supports a pre-pandemic monolithic view of education delivery. That new reality warrants a revised perspective and improved options for education.

How Transformational Learning Can Help

This type of scenario where a disorienting dilemma occurs (the pandemic), and causes a shift in the way things are perceived around a topic (education), is known to the instructional design and human performance improvement community as Transformational Learning. This theory of learning, originating from sociologist Jack Mezirow, is rooted in making meaning from crucial personal experiences. It is the idea that as we experience new things and gain new information, we are reflecting on our past knowledge and experience in order to be able to adjust and reframe our perspectives. The world is ever-changing, and our view of ideas, in this case education, evolves with our understanding. The more we learn, the greater our view of the world and the opportunities for personal growth. In this scenario, it is important to note that we are all collectively and individually experiencing the disruptive effects of COVID-19. Understanding this can help with the formation of a more realistic perspective on the situation, and aid in constructive resolutions to rising education barriers that conclusively benefit everyone.

What do we do with this information?

Reflecting on these new ideas and developing a newly refined view is not always easy, so here are a few ways to help initiate reflection among teachers and staff to get started on a transformation:

Social learning groups: 

Focus on teacher and staff learning, with the benefit of both you and your students in mind through social learning groups. Learning is often a very social experience, and group sessions can be a good time to hear other ideas and opinions, be inspired by peers, work through your own ideas with others, and safely discuss anything on the subject. An informal setting like this can promote a healthy environment to brainstorm, share, and ultimately reflect on the situation.

Informal expert learning webinars: 

You don’t know what you don’t know, right? Bringing in an expert to give you the rundown on all the information surrounding teaching and learning can be a productive way to get a better, more well-rounded understanding of your issue. They may be able to bring up points you may not have considered, or give their personal perspective on the very thing of which you are trying to shift your own perspective.

Moving Forward into Transformed Teaching and Learning

Regardless of how you go about facilitating transformative learning, it is important to remember that communication, social interaction, and support are significant aspects of the process. It is also important to note that realizing something is different, thinking about why and how it is different, reflecting on how you feel about it, and accepting your new view on it are just the beginning steps to transformative learning. The true transformation comes when you can act on that changed worldview. The current issues facing education delivery provide a good opportunity to make use of the steps of transformational learning and make a change on both an individual and collective level. Transformed educators lead to transformed students, and in an age of change, learning from experience is key.