Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers

Ober, Teresa; Carter, Matthew F.; Coggins, Meghan; Filonczuk, Audrey; Kim, Casey; Hong, Maxwell; Cheng, Ying

doi:10.1080/07380569.2022.2090764

Cited by 3 publications

(2 citation statements)

References 73 publications

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“…Certain forms of affective engagement have been linked with a tendency toward academic burnout (Wang et al, 2015), which predicts lower academic achievement (Madigan & Curran, 2021). Alternatively, students may have perceived that they were more engaged, given that many teachers’ reported lower expectations of what constituted an acceptable level of engagement in an effort to accommodate the extenuating circumstances (Huck & Zhang, 2021; Ober, Carter, et al, 2022). Although we did not find a significant difference in change based on URM status among students enrolled in the 2019–2020 academic year, we did find that female students tended to report a greater decrease in affective and behavioral engagement, although male students had a greater decrease in cognitive engagement.…”

Section: Discussionmentioning

confidence: 99%

Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning

et al. 2023

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We investigated how the transition to remote instruction during the COVID-19 pandemic affected students’ engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (Mage=16.7 years, SDage=.90; %female=55.4) students enrolled in the course during 2017–2018 (N=266), 2018–2019 (N=200), and the pandemic-affected 2019–2020 (N=215) school years. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Although students were resilient in some respects, their self-appraisal and learning appear to have been negatively affected by pandemic circumstances.

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Section: Discussionmentioning

confidence: 99%

Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning

et al. 2023

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“…Therefore, it is essential that the students’ perspective is central. Pragmatically, many valuable and practical findings and insights have been achieved through studies on teachers’ teaching efficiency, constraints, and challenges during COVID-19 ( Arora and Chauhan, 2021 ; Ober et al, 2022 ). However, the students’ standpoint has received less attention than the teachers’ perspective in the assessment of online education’s effectiveness presented in previous studies.…”

Section: Introductionmentioning

confidence: 99%

Challenges of online learning amid the COVID-19: College students’ perspective

Xia

et al. 2022

Front. Psychol.

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Universities in China’s transition to online education in response to the COVID-19 pandemic have spawned several research studies. However, studies exploring college students’ technological skills, relationships with their peers and instructors, and collaborative learning experiences during the pandemic are scarce. Three aspects were explored in this mixed study: (1) changes in students’ engagement in class and the main factors involved; (2) students’ feelings and reactions during online learning; and (3) how students related to their peers and instructors. Data were collected through a qualitative survey supplemented by quantitative data about students’ attitudes to online learning using the SAROL scale. This paper argues that online learning may not produce the desired results due to lack of interaction with instructors, no campus socialization or well-trained technology skills, and appropriate content for online courses and group work. The findings further revealed that online learning offers college students new ways to learn independently, collaborate and build relationships with their peers. It encourages them to reconsider ways to improve their technology skills, learning methods, communication skills and reconceptualize their responsibilities as team members.

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Concerns and Challenges in Introductory Statistics and Correlates with Motivation and Interest

Sutter

Givvin²,

Hulleman

2023

The Journal of Experimental Education

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Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers

Cited by 3 publications

References 73 publications

Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning

Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning

Challenges of online learning amid the COVID-19: College students’ perspective

Concerns and Challenges in Introductory Statistics and Correlates with Motivation and Interest

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