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Drawing on the related concepts of pandemic pedagogy, learner engagement, and the pandemic-era digital divide, the work outlines how instruction must go beyond information access through accountability, structure, guidance, feedback, and responsive institutional support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/postsecondary-teachers-perspectives-on-effectively-engaging-learners-in-todays-post-pandemic-pedagogy-era-article-3/602261/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/postsecondary-teachers-perspectives-on-effectively-engaging-learners-in-todays-post-pandemic-pedagogy-era-article-3/602261.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s main focus regarding learner engagement?","Question",{"text":112,"@type":113},"The study investigates postsecondary teachers’ perspectives on effectively engaging learners in today’s hybrid and multi-modality instructional contexts shaped by pandemic pedagogy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is online information access not the same as learning, according to the introduction?",{"text":117,"@type":113},"Learning requires conscious engagement and practice with feedback; instruction involves more than providing information, such as accountability, structure, and guidance.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article define “pandemic pedagogy”?",{"text":121,"@type":113},"It describes pandemic pedagogy as more than switching class formats, involving mindset and problem-solving required to redesign curricula, address learner and teacher isolation or anxiety, and realign performance indicators for teaching continuity and learning inclusion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602261,1792189221,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Educational Considerations  \nVolume 50  \nNumber 1  \n50 Years of Educational Impact  \nArticle 3  \nAugust 2024  \nPostsecondary Teachers’Perspectives on Effectively Engaging Learners in Today’s Post \"Pandemic Pedagogy\" Era  \nDeepak P. Subramony  \nKansas State University, [deepak7@ksu.edu](deepak7@ksu.edu)  \nFollow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)  \n Part of the Adult and Continuing Education Commons, Curriculum and Instruction Commons, Educational Technology Commons, Higher Education Commons, Instructional Media Design Commons, and the Online and Distance Education Commons  \nThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.  \nRecommended Citation  \nSubramony, Deepak P. (2024) \"Postsecondary Teachers’ Perspectives on Effectively Engaging Learners in Today’s Post \"Pandemic Pedagogy\" Era,\" Educational Considerations: Vol. 50: No. 1. [https://doi.org/](https://doi.org/)[ ](https://doi.org/)10.4148/0146-9282.2399  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nPostsecondary Teachers’ Perspectives on Effectively  \nEngaging Learners in Today’s Post “Pandemic Pedagogy”  \nEra  \nDeepak P. Subramony  \nIntroduction  \nWhile learners can access a multitude of online information regarding any topic on their own, we know that accessing information is by no means the equivalent of learning. The latter is a process  \nthat requires conscious learner engagement and practice with feedback to become part of their  \nrepertoire. Instruction is thus more than simply providing information—in other words,“telling  \nain’t training”—and teachers can help people learn by applying their expertise to infuse  \naccountability, structure, and guidance to the face-to-face, online, or blended learning process.  \nThis article presents the findings of a recent study surveying and interviewing postsecondary  \nteachers within a college of education at a large, Carnegie “R1” public university in the  \nMidwestern United States with a view to unearthing the latter’s perspectives of how to better  \nengage their learners within the hybrid/multiple-modality instructional contexts that represent the new normal in today’s post “pandemic pedagogy” era. By this, one is referring to the current age  \nthat has dawned following the progressive lifting of the various global lockdowns and  \n“emergency remote teaching” protocols that were instituted to curb the spread ofCOVID-19  \ndisease during the particularly challenging and disruptive initial years of the pandemic. Within  \nthe present-day context of potentially emerging new variants ofthe SARS-CoV-2 virus and/or  \nother pathogens, this article also discusses key findings related to the aforementioned teachers’  \nviews regarding the current levels of institutional support they receive to this end, and their  \nrecommendations regarding how said support could be improved.  \nKey Constructs. Before commencing a detailed discussion of the study’s findings, it is  \nimportant to establish and describe the key constructs—i.e., pandemic pedagogy, learner  \nengagement, and the problematic pandemic-era digital divide—that frame said discussion.  \nPandemic Pedagogy. The term “pandemic pedagogy” may possibly have been coined on March  \n11, 2020, when Roy Schwartzman created a Facebook group with the title of Pandemic  \nPedagogy for stakeholders to share insights, best/worst practices, advice, successes, challenges,  \nand research about converting to fully remote/online instruction during the SARS-CoV-2  \npandemic (Schwartzman, 2020). This term—which many of us may have been forced to become  \nintimately acquainted with since March of 2020—has usually ","cbCaia01GxWXa5On","https://ap.wps.com/l/cbCaia01GxWXa5On","pdf",345904,15,"English","# Introduction\n# Key Constructs\n## Pandemic Pedagogy\n## Learner Engagement","[{\"question\":\"What is the article’s main focus regarding learner engagement?\",\"answer\":\"The study investigates postsecondary teachers’ perspectives on effectively engaging learners in today’s hybrid and multi-modality instructional contexts shaped by pandemic pedagogy.\"},{\"question\":\"Why is online information access not the same as learning, according to the introduction?\",\"answer\":\"Learning requires conscious engagement and practice with feedback; instruction involves more than providing information, such as accountability, structure, and guidance.\"},{\"question\":\"How does the article define “pandemic pedagogy”?\",\"answer\":\"It describes pandemic pedagogy as more than switching class formats, involving mindset and problem-solving required to redesign curricula, address learner and teacher isolation or anxiety, and realign performance indicators for teaching continuity and learning inclusion.\"}]","Postsecondary Teachers’ Perspectives on Effectively Engaging Learners in Today’s Post “Pandemic Pedagogy” Era - Article 3 | PDF",1792094358,38]