“This job is horrible!” Reflections on Transitions to Virtual Learning

Abstract

Practitioner inquiry into the challenges of transitioning to online learning revealed key strategies for both teachers and students on the time, commitment, effort, and dedication needed to successfully engage with virtual learning.

Key words:

• autoethnography
• COVID-19
• online learning
• practitioner research
• virtual learning

Additional information

Notes on contributors

Andrea Arce-Trigatti

Andrea Arce-Trigatti is a Faculty Member in the Department of Curriculum and Instruction at Tennessee Technological University. Her research interests are cultural studies, education policy and evaluation, innovation-driven learning, and engineering education. Email: [email protected]

Dorota Silber-Furman

Dorota Silber-Furman is a Lecturer in the Department of Curriculum and Instruction at Tennessee Technological University. Her research interests are literacy, international education, culturally relevant practice, multicultural education, ELLs, and critical theory. Email: [email protected]