Learning is based on “interrelationships and interdependence of community members. Knowledge in this sense is not sought for individual development, but rather to benefit the whole community” (Merriam & Bierema, 2013, p. 246). |

During my studies for my Bachelors, I reflected many times on my role as an educator, and how this was being shaped by the studies I was concurrently undertaking. I found myself analysing my needs as a learner and contrasting these to my students. Boyer’s Model of Scholarship (1990) enabled me to gain a holistic insight into the interplay of teaching and learning. Boyer (1990) states “inspired teaching keeps the flame of scholarship alive” (p. 24). This statement resonated with me throughout the pandemic, seemingly endless Melbourne lockdowns, and through the wholesale transition to online learning. I found my students facing many challenges and naturally this often led to them being disengaged with online learning. I needed to formulate strategies to connect with my students and I used my own experiences as a scholar to inform these strategies.

Boyer (1990) states “at no time in our history has the need been greater for connecting the work of the academy to the social and environmental activities outside the campus” (p. 11). Transforming our classes and learning to a social support structure supported the students and engaged them in online classes. These connections I forged through Zoom classes became greater than knowledge transmissions. One of my students once remarked that our online classes were the only time she spoke to anyone all week. This reinforced the need to form a safe and democratic community of practice with my students, I feel I established an “integrative learning process, including both the subjective (individual) and the collective (system, group, organisation, society)” (Gibboney, 2006, as cited in, Chaflosky et al., 2019, p. 49).

These interactions between the students and myself enabled us to support each other through this adversity and transform our learning for all involved, and distracted everyone from the challenges we faced.

                                                           

                                                                          References

Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Lawrenceville, N.J:
Princeton. Retrieved from: https://files.eric.ed.gov/fulltext/ED326149.pdf

Chalofsky, N., Tonette S. Rocco. & Morris, M (2014), Handbook of Human Resource Development, John
Wiley & Sons, |DOI:10.1002/9781118839881

Merriam, S., & Bierema, L. (2013). Adult learning: Linking theory and practice. Jossey-Bassett.
ProQuest Ebook Central http://ebookcentral.proquest.com