Abstract:

This auto ethnographic case study explores why some students demonstrate avoidance or procrastination when enrolled in asynchronous courses. The lens and context assumed will be that of a faculty member facilitating a first semester Master level course in special education for a group of novice teachers. We will examine one student’s turnaround from feeling overwhelmed, exhibiting procrastination, non submission of weekly assignments, and lack of interaction with peers to being the first to submit the midterm project. After a one on one conference, the student submitted all outstanding assignments and shared the following with the instructor, “you were absolutely right, a little everyday is keeping the procrastination away.”

Upon reflection of this scenario, I have a number of wonderings to explore further during this paper and virtual presentation.
1. How do faculty ensure student wellbeing in an asynchronous online course?
2. How do faculty and students ensure work/life balance when teaching and learning online?
3. To what extent does teacher wellbeing affect student wellbeing?

In addition to sharing my perspective and experience as an online facilitator, I will share the different strategies utilized to engage all students in the learning process. I will also make connections to literature that discusses how teachers are handling mental health issues in education today, especially in the wake of COVID and the rapid pivot to remote teaching and learning. We will examine the emerging policies on a national and global scale that seek to ensure well-being for children and adults. We will attempt to explain how these policies translate when the teaching and learning context is fully online. The overarching goal is to leave the audience with some tools and strategies that allow them when hearing the African greeting “Kasserian Ingera” And how are the children, to respond with confidence “Sepati Ingera!” The children are well!

Keywords:

Wellbeing, Social Emotional Learning, Emotional Intelligence, InService Teachers, Teacher Induction, Mental Health, Work-Life Balance.