‘Virtually Pen Green’: developing a synchronous teaching response for adult learners studying early childhood degree programmes during COVID-19

ABSTRACT

This article explores an idea the researchers are calling Andragogical Isomorphism. The idea being that adults who are motivated to learn become academic when in non-linear relationships with other learners and their tutors. When all are able to be curious, vulnerable and confident shifts in academic capabilities occur. The global pandemic COVID-19 in 2020 brought with it exceptional challenges in education across the globe. Adaptations to teach virtually were expected almost immediately, educators needed to facilitate learning experiences in an unfamiliar, virtual world with little or no previous training. Research was conducted to gather feedback to capture how the recreation of face-to-face teaching online impacted female, undergraduate early years students. The researchers spent time reflecting on the principles that underpin their practice of working with mature learners. Essential elements of social constructivism alongside the critical nature of highly effective andragogical practice and the importance of practice wisdom/life experiences are explored. The benefits of reflection and gaining academic recognition are considered, as are the implications of these within the sector. The results suggest a principled synchronous teaching approach that attends to emotional and cognitive needs, could lead to internalising an altered sense of self in academia – Andragogical Isomorphism.

KEYWORDS:

• Andragogical isomorphism
• adult education
• learning communities
• synchronous teaching
• social constructivism

Acknowledgements

The authors thank all the students who ‘trusted the process’ together with our friends and colleagues; Jo Benford, Katie Byers, Fliss Dewsbery, Emma Hewitt, Nicky Novis, Tracey Skelton and Colette Tait.

Disclosure statement

No potential conflict of interest was reported by the author(s).