![]() ![]() ![]() Overall, all members worked as reflective learners and practitioners who continued to reflect on the problems they faced and find solutions. Faculty members with more online teaching experience were more adaptable and flexible in mobilizing other references to solve problems. When encountering problems, faculty members utilized references such as their past experience in face-to-face classroom teaching. Analysis of seven weeks of autobiographic reflective journals during a 10-week academic term revealed that the faculty members encountered a range of problems during the classes, especially student-related and technology-related issues. ![]() It also examined differences between faculty members over time. It explored the nature and dimensions of problems the faculty members faced, resources used to make sense of problems encountered, and actions they took to solve the problems as reflective practitioners in emergency online teaching. This study aimed to chronicle and understand the emergency online teaching experience of five faculty members in a liberal arts college located in Tokyo, Japan during the COVID-19 pandemic of 2020, adopting the autoethnographic method. ![]()
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