Learning from 2020: How the Challenges of Remote Teaching Reinforce the Need for Care-Informed Pedagogy

Hess, Kimberly; McAuliffe, Erin L.; Gleckman-Krut, Miriam; Shapiro, Shoshana

doi:10.1177/0092055x211060344

Cited by 14 publications

(17 citation statements)

References 30 publications

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“…For example, research demonstrates that students in an online instruction environment reported that they felt cared for through instructor strategies such as establishing an active presence in the course by way of regular communication and feedback (Robinson et al, 2020). Instructors in one sociology department also identified instructional practices that aligned with a care-informed pedagogy (Hess et al, 2022). These included building community, increasing flexibility, and using formative assessments, which are practices that should continue to inform course design beyond the pandemic.…”

Section: Discussionmentioning

confidence: 99%

Understanding the Connection Between Student Wellbeing and Teaching and Learning at a Canadian Research University: A Qualitative Student Perspective

Lindsay

Bernier

Boman

et al. 2022

Pedagogy in Health Promotion

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Postsecondary students’ ability to learn is affected by their mental health and wellbeing. Research in the teaching and learning context, however, has predominantly focused on teaching practices that facilitate motivation, learning, and academic success while overlooking the importance of student mental health and wellbeing. The current study aimed to fill this gap by using qualitative interviews to explore student perspectives on current and possible future supports that can cultivate student mental health and wellbeing in the teaching and learning context. Through 14 one-on-one interviews with students, five major themes were developed: (1) prioritize mental health, (2) provide and guide to accessible supports, (3) increase mental health literacy, (4) foster connections and social support, and (5) strengthen best practices in teaching and learning. Students emphasized that the institution has a role to play in several of these areas and elaborated on what practices and policies were least and most supportive of student mental health and wellbeing in teaching and learning. This study has implications for higher education institutions, and how they promote mental health and wellbeing, disseminate information and resources, and how faculty and staff can support students through their policies (e.g., flexibility in deadlines), course materials (e.g., assessments), course delivery (e.g., equity, diversity, and inclusion [EDI] considerations), and interactions (e.g., normalizing mental health conversations).

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Section: Discussionmentioning

confidence: 99%

Understanding the Connection Between Student Wellbeing and Teaching and Learning at a Canadian Research University: A Qualitative Student Perspective

Lindsay

Bernier

Boman

et al. 2022

Pedagogy in Health Promotion

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show abstract

“…These challenges are compounded by the growing need to develop course strategies that support first-generation college students, who face unique challenges in sociology classrooms. Alongside these calls, scholars have urged for a reexamination of how strategies implemented during the challenging remote instruction year can enhance traditional in-person classes (Hess et al 2022). In response to these calls, this study assessed the effectiveness of three distinct types of PLP activities on students' confidence and ability to understand and apply foundational concepts from PLP activities prior to lecture instruction.…”

Section: Discussionmentioning

confidence: 99%

Blended Pedagogy in Social Statistics Courses: Prelecture Strategies for Encouraging Learning among First-Generation College Students

Mireles

2023

Teach Sociol

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In this article, I ask to what extent first-generation college students experience statistics anxiety and what are effective pedagogical strategies for building student confidence and encouraging learning. To answer these questions, I draw on the wide-ranging and developing literature on blended teaching methods—most commonly defined as the integration of web-based activities and traditional face-to-face instruction—to design and implement an experiment measuring the effectiveness of providing varying supports in social statistics courses. Evidence from the experiment and learning reflections demonstrates that regardless of whether students experience statistics anxiety, at a minimum, reading comprehension supports have a statistically significant positive effect on first-generation college students’ learning (N = 46), and blended learning supports have a statistically significant positive effect for both first-generation and continuing-generation college students (N = 59). The positive and statistically significant effect of providing students with blended learning prelecture supports can counteract the negative and statistically significant effect of being a first-generation college student. These findings suggest that simple and effective pedagogical strategies can help better prepare students for exposure to new material, thereby encouraging greater overall learning in social statistics courses.

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“…Не дивно, що соціально-економічні розриви та прогалини для категорії особливо вразливих учнів значно зросли. Медична професія та інші професії, які навчають шляхом поступового стажування, також серйозно постраждали та змушені були внести кардинальні зміни (Hess, 2022). Студенти, які вступали на свої клінічні ротації, зазнали найрізкіших змін у своєму досвіді.…”

Section: вступ та сучасний стан досліджуваної проблемиunclassified

Education in Pandemic Conditions: Problems and Consequences

Balaniuk¹

2022

Science and Education

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The COVID-19 pandemic has a detrimental effect not only on the physical but also on the mental health of society. The Covid-19 pandemic has presented new challenges to all European countries from the very beginning. In particular, in Ukraine, universities faced the problem of organizing internal administrative processes and distance online learning during quarantine restrictions. Because most students during this time noted a decrease in concentration, attention, motivation, sleep disorders and even depression due to a decrease in the number of social contacts. With the restriction of social life, a new challenge arose, the introduction of digital technologies, which brought with them new problems. Students who were already considered vulnerable to the COVID-19 pandemic and had learning difficulties found themselves in an even more difficult situation. Above all, governments must ensure that students who are falling behind receive the support they need to achieve their expected learning goals. In the absence of any intervention, the loss of knowledge caused by the COVID-19 pandemic is likely to have a long-term negative impact on the future well-being of young people. It is imperative that we not only recover from the pandemic, but also use this experience to better prepare for future crises. Educational institutions should be better prepared to easily transition between face-to-face and distance learning as needed.

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Learning from 2020: How the Challenges of Remote Teaching Reinforce the Need for Care-Informed Pedagogy

Cited by 14 publications

References 30 publications

Understanding the Connection Between Student Wellbeing and Teaching and Learning at a Canadian Research University: A Qualitative Student Perspective

Understanding the Connection Between Student Wellbeing and Teaching and Learning at a Canadian Research University: A Qualitative Student Perspective

Blended Pedagogy in Social Statistics Courses: Prelecture Strategies for Encouraging Learning among First-Generation College Students

Education in Pandemic Conditions: Problems and Consequences

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