Disruptive Innovation: Designing a Shifting Pedagogy for Creative Disciplines in Higher Education Learning

Abstract

The 2020 pandemic caused an unexpected digital shift in education and professional practices all throughout the world. For higher education faculty to effectively teach the second half of the semester, teaching strategies had to transfer from brick-and-mortar classrooms and studios to the virtual classroom. Transitioning from an entirely face-to-face (f2f) format to an entirely online synchronous format disrupted curriculum and required an immediate pedagogical redesign.

This ongoing study suggests that classroom shifts from entirely f2f to an online synchronous format can be successful in an undergraduate creative discipline if appropriate technologies are introduced and there is faculty presence. The findings from the surveys show that there are several disruptive technologies, that when used together, allowed for a seamless transition from f2f to online. In addition, the study suggests that students felt better prepared for remote work success after completing half of a semester or an entire semester entirely online.