Description

Early in 2020, universities across the world were forced to suddenly provide emergency remote delivery of courses as the rising number of COVID-19 cases presented a danger to people’s health. This study investigates reflections from students at an American Primarily Undergraduate Institution on the sudden shift from in-person lectures to emergency remote learning delivered through pre-recorded lectures. Fifty-three students completed Brookfield’s (1995) Critical Incident Questionnaire biweekly over the span of eight weeks. A thematic analysis revealed active learning and face-to-face interaction were valued by students as being the most engaging aspects of the course, whereas personal circumstances and the sudden transition to remote learning contributed to students’ feelings of distancing and alienation in their course. Students identified specific pedagogical techniques, such as timely updates, asynchronous lectures, and activities with peers, that bridged students’ feelings of isolation. Results from this study highlight the importance of active learning in lecture courses and the ways in which instructors can support student learning through flexible asynchronous content delivery and course organization.

Kim, A.S.N., Khan, S.A., Carolli, A., & Park, L. (2021) Investigating Teaching and Learning During the Coronavirus Disease 2019 Pandemic. Scholarship of Teaching and Learning in Psychology. http://dx.doi.org/10.1037/stl0000296

Open access to the paper: https://psycnet.apa.org/fulltext/2021…