The use of support services to promote learner engagement in a transnational distance learning context

Teaching Zoom classes during the pandemic has created multiple opportunities for faculty to stretch into new skill sets and ways of being, creating unexpected pathways to growth (Abrams, 2021; Ferdig, et al., 2020; Wells, 2021). These unfamiliar modes have been challenging, causing faculty to face their own difficulties and trauma while simultaneously holding space for student challenges (Chari & Singh, 2020).

In this session, we will explore a series of mini case studies/scenarios that illustrate various difficulties of Zoom teaching during the pandemic. Reflecting on these scenarios through a trauma-informed lens has led to important pedagogical meaning making.

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