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is the main focus of formative education online during the COVID-19 pandemic?","Question",{"text":63,"@type":64},"The study examines how formative education emphasizes holistic development and whether instructors can educate whole students through online teaching during the pandemic.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted in the study?",{"text":68,"@type":64},"It used a qualitative design analyzing data from interviews with 37 college faculty plus supplemental materials such as course artifacts, course evaluations, and student interviews.",{"name":70,"@type":61,"acceptedAnswer":71},"What three teaching approaches were identified for successful formative education online?",{"text":72,"@type":64},"Faculty used empathic approaches (centering students’ emotions), reflective approaches (facilitating deep inquiry), and adaptive approaches (flexibility in meeting students’ needs).",{"name":74,"@type":61,"acceptedAnswer":75},"Why do the authors argue that these approaches matter for online education?",{"text":76,"@type":64},"They suggest the approaches help instructors design online education that engages the whole person and mitigates negative impacts of the pandemic on student development.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},591084,1792166397,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,115,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & 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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nFormative Education Online: Teaching the Whole Person During the Global COVID-19 Pandemic  \nDeoksoon Kim  \nStanton Wortham   \nKatrina Borowiec  \nDrina Kei Yatsu  \nSamantha Ha  \nStephanie Carroll  \nLizhou Wang   \nJulie Kim  \nBoston College  \nThe COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and threatened students’well-being in several ways. With the abrupt shift to online learning, were instructors able to maintain a focus on educating whole students, in addition to teaching subject matter? We answer this question by investigating “formative education,” an approach to teaching and learning that emphasizes holistic development, exploring formative education online during the pandemic. This qualitative study investigates the strategies of 37 college faculty who provided successful formative education online. A cross-subject analysis of data from faculty interviews and supplemental materials (course artifacts, course evaluations, student interviews) uncovered three teaching approaches that faculty used to achieve formative education online:  \nempathic (centering students’ emotions), reflective (facilitating deep inquiry), and adaptive (having flexibility in meeting students’needs). These approaches could help instructors design online education that engages the whole person.  \nKeywords: online teaching, whole-person education, COVID-19  \nThe COVID-19 global pandemic, an unprecedented public health emergency, abruptly transformed educational practice. Since March 2020, above 60% of the world’s K–12 learners have been affected by closures or shifts to remote learning environments (UNESCO, 2020). At the postsecondary level, the figure is 65%(Strada, 2020a) . These disruptions have disproportionately affected students from minoritized groups (Centers for Disease Control and Prevention, 2021; Gold et al., 2020; Jee-Lyn García & Sharif, 2015) . In the midst of this upheaval, college students understandably report increased stress, with both mental and physical manifestations (Healthy Minds Network & American College Health Association, 2020) . Accustomed to easily available social interactions in-person on campus, learning online can be an isolating experience that challenges students’well-being and sense of social connection (McInnerney & Roberts, 2004) . Students’ lives have been upended across many dimensions—emotional, physical, spiritual, ethical, and social. In addition to the usual stresses faced by university students, they must adjust to online learning, to the anxieties and uncertainties produced by the pandemic, and to the stresses that come with America’s racial reckoning.  \nGiven these multifaceted challenges, educators’response should address the development of “whole students” during this crisis. It is not sufficient simply to focus on students’ reduced access to subject matter learning, important as that is. Our university practices “formative education,” following the Jesuit method of teaching and learning that centers on cura personalis or “care of the whole person”(Casalini, 2019) . This is of course only one“formative” approach to educating whole human beings. Wortham et al. (2020) review and provide a taxonomy of various approaches, most of them secular. In this article, we explore how formative education can mitigate the negative consequences of COVID-19 on college student development. Using insights about how formative education allows university educators to facilitate the development of whole human beings, we explore how exemplary university teachers have been able to care for all students through the challenges ofthe pandemic.  \nResearch focused o","cbCairbpFED2XY7k","https://ap.wps.com/l/cbCairbpFED2XY7k","pdf",441335,12,"English","# Introduction\n## Formative Education and Whole-Person Teaching\n## Research Questions","[{\"question\":\"What is the main focus of formative education online during the COVID-19 pandemic?\",\"answer\":\"The study examines how formative education emphasizes holistic development and whether instructors can educate whole students through online teaching during the pandemic.\"},{\"question\":\"How was the research conducted in the study?\",\"answer\":\"It used a qualitative design analyzing data from interviews with 37 college faculty plus supplemental materials such as course artifacts, course evaluations, and student interviews.\"},{\"question\":\"What three teaching approaches were identified for successful formative education online?\",\"answer\":\"Faculty used empathic approaches (centering students’ emotions), reflective approaches (facilitating deep inquiry), and adaptive approaches (flexibility in meeting students’ needs).\"},{\"question\":\"Why do the authors argue that these approaches matter for online education?\",\"answer\":\"They suggest the approaches help instructors design online education that engages the whole person and mitigates negative impacts of the pandemic on student development.\"}]","Formative Education Online - Teaching the Whole Person During the Global COVID-19 Pandemic | PDF",1792071087]