Moving communication and collaboration online : making changes for home-based learning with Kotter’s 8-Step Process
Buzan, Susan; Whitehead, Marie-Theres (2021)
Buzan, Susan
Whitehead, Marie-Theres
2021
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202102021802
https://urn.fi/URN:NBN:fi:amk-202102021802
Tiivistelmä
The two objectives of this qualitative study were to discover the necessary changes to pedagogy and practice for home-based learning (HBL) during COVID-19 and the use of Kotter’s 8-Step Process for Leading Change with such experiences. As online pedagogy and practices are vast areas of research, the areas of communication and collaboration in teaching and learning were focussed upon, along with relevant learning theories to support these. As all changes during HBL were monumental for educators, a change management model, Kotter’s 8-Step Process for Leading Change, was also discussed in reference to the necessary transition. Each of Kotter’s 8-steps were investigated in terms of experience and importance as an aid in the move from face-to-face (F2F) instruction to online, HBL. Finally, the two parts of the study were connected through recommendations for future moves to HBL, notably for communication and collaboration in teaching and learning, along with the acceptability of sections of Kotter’s 8-steps to future changes that may occur.
The approach of the study was a semi-structured qualitative survey (SSQS) through interviews, followed by a thematic analysis of the data collected. The experience of 16 educators was analysed by interviews with focus areas: challenges, opportunities, communication and collaboration in HBL, and the use and importance of Kotter’s 8-Step Process for Leading Change in moves to HBL.
Learning theories which have been linked to online learning, such as connectivism and Online Collaborative Learning (OLC), were discussed as theoretical groundings for recognised changes to practice and pedagogy within the move to HBL. Additionally, several steps from Kotter’s 8-Step Process for Leading Change were identified in the interviews as having been used or important for a move to HBL. The findings support both a required change in pedagogical approaches and a change model, such as Kotter’s 8-Step Process for Leading Change, for successful HBL to occur. Further research is required to investigate both change management models as applied to education, and areas other than communication and collaboration in HBL.
The approach of the study was a semi-structured qualitative survey (SSQS) through interviews, followed by a thematic analysis of the data collected. The experience of 16 educators was analysed by interviews with focus areas: challenges, opportunities, communication and collaboration in HBL, and the use and importance of Kotter’s 8-Step Process for Leading Change in moves to HBL.
Learning theories which have been linked to online learning, such as connectivism and Online Collaborative Learning (OLC), were discussed as theoretical groundings for recognised changes to practice and pedagogy within the move to HBL. Additionally, several steps from Kotter’s 8-Step Process for Leading Change were identified in the interviews as having been used or important for a move to HBL. The findings support both a required change in pedagogical approaches and a change model, such as Kotter’s 8-Step Process for Leading Change, for successful HBL to occur. Further research is required to investigate both change management models as applied to education, and areas other than communication and collaboration in HBL.