Ji Yong Cho
René F. Kizilcec
ABSTRACT
University courses around the world suddenly transitioned to emergency remote instruction in response to the COVID-19 pandemic. We study changes in students' experience of support from their instructors and peers in large lecture courses. Social support can act as an important resource for students and buffer against mental distress. We find that students experienced more support from instructors but less support from their peers after the transition to remote instruction. Remote learning was less active and involved fewer peer interactions, with synchronous classes resembling online office hours and students struggling to get help. Our findings suggest the need for additional resources to help students stay connected and facilitate collaboration online.
- J Amos Hatch. 2002. Doing qualitative research in education settings. Suny Press.Google Scholar
- Brian M Hughes. 2007. Social support at university scale, a brief index. Psychological reports 100, 1 (2007),76--82.Google Scholar
- Nicole Johnson, George Veletsianos, and Jeff Seaman. 2020. US Faculty and Administrators' Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning 24, 2 (2020), 6--21.Google ScholarCross Ref
- Alyssa M Lederer, Mary T Hoban, Sarah K Lipson, Sasha Zhou, and Daniel Eisenberg. 2020. More than inconvenienced: the unique needs of US college students during the CoViD-19 pandemic. Health Education & Behavior(2020), 1090198120969372.Google Scholar
- Laurie Murphy, Nina B Eduljee, and Karen Croteau. 2020. College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States. Pedagogical Research 5, 4 (2020).Google Scholar
- Johnny Saldana. 2021.The coding manual for qualitative researchers. SAGE Publications Limited.Google Scholar
- Erica Szkody, Melanie Stearns, Lydia Stanhope, and Cliff McKinney. 2020. Stress-Buffering Role of Social Support during COVID-19.Family process(2020).Google Scholar
- Zhi Ye, Xueying Yang, Chengbo Zeng, Yuyan Wang, Zijiao Shen, Xiaoming Li, and Danhua Lin. 2020. Resilience, social support, and coping as mediators between COVID-19-related stressful experiences and acute stress disorder among college students in China. Applied Psychology: Health and Well-Being 12, 4(2020), 1074--1094.Google ScholarCross Ref
Index Terms
- Student Perceptions of Social Support in the Transition to Emergency Remote Instruction
Recommendations
Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes
AbstractTo deal with the current need for flexible learning trajectories giving access to a more diverse group of learners, synchronous hybrid virtual classrooms have been designed to connect both on-site students and remote students during synchronous ...
Highlights- Hybrid virtual classrooms are promising for flexible learning, but challenging.
- Relatedness is a contributing factor for intrinsic motivation.
- Intrinsic motivation is the lowest when students follow the lecture remotely.
- ...
Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE
AbstractIn recent years, game-based student response systems (GSRS) such as Socrative, Quizlet, and Kahoot! has become a popular tool to increase motivation, enhance classroom engagement, and facilitate collaborative learning. Despite the popularity of ...
Older adults' perceptions and experiences of online social support
This paper reports an investigation of older adults' needs and preferences concerning online social support. We focused our analysis on seven different aspects of online support: Self disclosure, Deep support, Light support, Community building, ...
Comments