{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/117793"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/117793","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Measuring disruption in higher education using the metaphor of ecology: A case study of changes to postsecondary education during the COVID-19 pandemic","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","abstract_has_math":false,"creators":["McKee, Nathan Patrick"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Cope, William","Kalantzis, Mary","Pak, Yoon","Burbules, Nicholas"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-12","date_published":"2022-12","updated_at":"2026-07-22T22:24:56Z","subjects":["Covid-19","Higher Education","Postsecondary Education","Ecology","Metaphor","Teaching","Learning","Educational Technology","Online Learning","Remote Learning","Video Conferencing","Course Evaluations","Pandemic"],"languages":["en","eng"],"rights":["© 2022 Nathan Patrick McKee"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/117793","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cope, William","Kalantzis, Mary","Pak, Yoon","Burbules, Nicholas"]},{"key":"dc:creator","label":"Author","values":["McKee, Nathan Patrick"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-12","2022-11-30"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Covid-19","Higher Education","Postsecondary Education","Ecology","Metaphor","Teaching","Learning","Educational Technology","Online Learning","Remote Learning","Video Conferencing","Course Evaluations","Pandemic"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["© 2022 Nathan Patrick McKee"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/117793"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","The student, Nathan McKee, accepted the attached license on 2022-11-28 at 22:35.","The student, Nathan McKee, submitted this Dissertation for approval on 2022-11-28 at 22:51.","This Dissertation was approved for publication on 2022-11-30 at 07:33.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18659 on 2023-04-12 at 07:34:37","The novel coronavirus “COVID-19” was first detected in the United States in February 2020, and its effects were immediately felt in many dimensions of public postsecondary education as it faced unprecedented challenges related to instructional continuity resulting from the rapidly increasing risk of COVID-19 exposure to all members of the community. This interpretive case study describes the actions taken by a large, public postsecondary research institution as it reacted to factors that prompted and required operational changes to ensure instructional and operational continuity during the COVID-19 pandemic. While this global health crisis will not likely recur identically in the future, this case study illustrates how different dimensions of teaching and learning were interconnected in the form of an ecological metaphor and were affected during COVID-19's disruption to standard operating procedures with the intention of improving future planning related to instructional support efforts. This case study focuses primarily on instruction and student learning but includes information about changes to physical spaces and technologies used for communication and instruction within the shifting \"ecology\". Instructional technology support demand patterns are viewed in sync with a timeline of pandemic spread events and communications from federal, state, and local agencies while including secondary, institutional data related to student enrollment, course evaluations, retention, and graduation rates prior to and during the pandemic. The result of this case study is a descriptive narrative that describes a chronology of external changes and their measured impacts on the dimensions within the broader ecology of the university."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Measuring disruption in higher education using the metaphor of ecology: A case study of changes to postsecondary education during the COVID-19 pandemic"]}]}],"canonical_facts":{"dc:contributor":["Cope, William","Kalantzis, Mary","Pak, Yoon","Burbules, Nicholas"],"dc:creator":["McKee, Nathan Patrick"],"dc:date":["2022-12","2022-11-30"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","The student, Nathan McKee, accepted the attached license on 2022-11-28 at 22:35.","The student, Nathan McKee, submitted this Dissertation for approval on 2022-11-28 at 22:51.","This Dissertation was approved for publication on 2022-11-30 at 07:33.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18659 on 2023-04-12 at 07:34:37","The novel coronavirus “COVID-19” was first detected in the United States in February 2020, and its effects were immediately felt in many dimensions of public postsecondary education as it faced unprecedented challenges related to instructional continuity resulting from the rapidly increasing risk of COVID-19 exposure to all members of the community. This interpretive case study describes the actions taken by a large, public postsecondary research institution as it reacted to factors that prompted and required operational changes to ensure instructional and operational continuity during the COVID-19 pandemic. While this global health crisis will not likely recur identically in the future, this case study illustrates how different dimensions of teaching and learning were interconnected in the form of an ecological metaphor and were affected during COVID-19's disruption to standard operating procedures with the intention of improving future planning related to instructional support efforts. This case study focuses primarily on instruction and student learning but includes information about changes to physical spaces and technologies used for communication and instruction within the shifting \"ecology\". Instructional technology support demand patterns are viewed in sync with a timeline of pandemic spread events and communications from federal, state, and local agencies while including secondary, institutional data related to student enrollment, course evaluations, retention, and graduation rates prior to and during the pandemic. The result of this case study is a descriptive narrative that describes a chronology of external changes and their measured impacts on the dimensions within the broader ecology of the university."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/117793"],"dc:language":["en","eng"],"dc:rights":["© 2022 Nathan Patrick McKee"],"dc:subject":["Covid-19","Higher Education","Postsecondary Education","Ecology","Metaphor","Teaching","Learning","Educational Technology","Online Learning","Remote Learning","Video Conferencing","Course Evaluations","Pandemic"],"dc:title":["Measuring disruption in higher education using the metaphor of ecology: A case study of changes to postsecondary education during the COVID-19 pandemic"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:56Z"}