Resilient Instructional Strategies: Helping Students Cope and Thrive in Crisis

Shay, Jackie E.; Pohan, Cathy A.

doi:10.1128/jmbe.v22i1.2405

Cited by 13 publications

(13 citation statements)

References 38 publications

(41 reference statements)

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“…Students needed to learn how to navigate a new learning platform and adjust to new patterns, all while experiencing loss of social interactions and community. Shay and Pohan ( 2021 ) described how “many low-income, first-generation students also struggle with a lack of quiet workspaces, the absence of internet and other technological tools, housing and/or food insecurity, and the added responsibilities associated with being at home and helping the family (e.g., employment, care, etc. ).” Stress, anxiety, and traumatic events contributed to students’ cognitive load, the demand or burden on one’s working memory, making the focus on learning more challenging for students (Shay & Pohan, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…Shay and Pohan ( 2021 ) described how “many low-income, first-generation students also struggle with a lack of quiet workspaces, the absence of internet and other technological tools, housing and/or food insecurity, and the added responsibilities associated with being at home and helping the family (e.g., employment, care, etc. ).” Stress, anxiety, and traumatic events contributed to students’ cognitive load, the demand or burden on one’s working memory, making the focus on learning more challenging for students (Shay & Pohan, 2021 ). Finally, high-quality internet is an enabling technology for ERT, and in the United States approximately 21 million people, or 6.5% of the population, did not have broadband internet access (Chavez, 2020 ; Commission, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

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I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic

et al. 2022

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Background Due to the COVID-19 pandemic, many universities moved to emergency remote teaching (ERT). This allowed institutions to continue their instruction despite not being in person. However, ERT is not without consequences. For example, students may have inadequate technological supports, such as reliable internet and computers. Students may also have poor learning environments at home and may need to find added employment to support their families. In addition, there are consequences to faculty. It has been shown that female instructors are more disproportionately impacted in terms of mental health issues and increased domestic labor. This research aims to investigate instructors’ and students’ perceptions of their transition to ERT. Specifically, during the transition to ERT at a research-intensive, Minority-Serving Institution (MSI), we wanted to: (1) Identify supports and barriers experienced by instructors and students. (2) Compare instructors’ experiences with the students’ experiences. (3) Explore these supports and barriers within the context of social presence, teaching presence, and/or cognitive presence as well as how these supports and barriers relate to scaffolding in STEM courses. Results Instructors identified twice as many barriers as supports in their teaching during the transition to ERT and identified casual and formal conversations with colleagues as valuable supports. Emerging categories for barriers consisted of academic integrity concerns as well as technological difficulties. Similarly, students identified more barriers than supports in their learning during the transition to ERT. More specifically, students described pre-existing course structure, classroom technology, and community as best supporting their learning. Barriers that challenged student learning included classroom environment, student availability, and student emotion and comfort. Conclusions Together, this research will help us understand supports and barriers to teaching and learning during the transition to ERT. This understanding can help us better plan and prepare for future emergencies, particularly at MSIs, where improved communication and increased access to resources for both students and instructors are key.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic

et al. 2022

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“…While lectures are necessary and help in keeping a good pace at covering the essential contents of the course, it may also be convenient to select multimedia sources such as online videos, tutorials, or concise articles that will help convey content rather than assigning lengthy or dense readings. Thus, short videos with minilectures and recap videos to ease cognitive load and scaffolding student learning may be useful [24]. Students' perceptions of these innovative techniques, such as CRS and LMS, is generally good, as suggested by the survey results shown in Table 3.…”

Section: Discussionmentioning

confidence: 94%

“…Current teaching trends shed light on the need to shift to the so-called "scientific teaching" [19,20], plus a learner-centered approach that engages them, maintains rigor, builds on evidence, and considers their learning experiences, even stress [21][22][23]. Indeed, after the lockdown experience caused by the global pandemic, higher education is evolving to a safer, more flexible, and resilient learning environment [24]. Resilience implies the capacity to adapt to changing circumstances and can be achieved by implementing evidence-based teaching practices that encourage flexible approaches to learning, such as reducing cognitive load by amplifying core concepts and competencies, and redesigning assessment, among others [25].…”

Section: Introductionmentioning

confidence: 99%

Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills

et al. 2021

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The Accreditation Board for Engineering and Technology (ABET) has highlighted two key outcomes for students of all accredited engineering programs: the ability to communicate effectively with a range of audiences and the capacity to acquire and apply new knowledge as needed, using appropriate learning strategies. Likewise, in recent years, written exams, assignments, and oral presentations show transmission-skill deficiencies among engineering students. Flipped teaching serves to boost students to meet these outcomes and other competencies: comprehension reading, communication skills, character building, collaborative work, critical thinking, or creativity. So, flipped learning is more than watching videos. This research proposes two evidence-based transferable learning strategies built on a flipped-teaching model and was applied by the authors in engineering courses during the second year of the global pandemic caused by COVID-19: problem-based learning and teamwork assignments. The study comprised two phases. First, a systematic review of reports, writings, and exams delivered by students. It included some video-watching analytics to detect misuse. In the second stage, the authors ascertained trends of these outcomes. Student perceptions and other achievement indicators illustrate the possibilities for encouraging learners to achieve transmission, communication, and literacy outcomes. Results indicate that these learner-centered approaches may help students learn better, comprehend, apply, and transmit knowledge. But they require an institutional commitment to implementing proactive instruction techniques that emphasize the importance of student communication skills.

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“…Whether this is due to time constraints, a lack of awareness about useful end-of-term techniques, or a general discomfort with saying goodbye, this represents a missed opportunity for valuable academic and emotional closure for both students and instructors at the end of a challenging term. Further, in the wake of the COVID-19 pandemic, providing students with a learning community, a sense of belonging, and support for their emotional wellbeing is more important than ever, although supporting remote learners has increased in complexity (Harper and Neubauer 2021;Shay and Pohan 2021).…”

Section: Introductionmentioning

confidence: 99%

The Importance of Ending Well: A Virtual Last Class Workshop for Course Evaluation and Evolution

Styles

Polvi

2022

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The last class session of the academic term represents an excellent opportunity to solicit meaningful feedback from students who have just completed the course. To capitalize on the students’ first-hand knowledge of their own experiences with our course and maximize the impact of the last class for our Canadian graduate-level genetics course, we have used and optimized a workshop first described by Bleicher (2011) as a means of obtaining real-time, in-person course evaluations, and driving course evolution. Presented as an empowering opportunity for student activism, students are asked to contribute collaboratively to improving future iterations of the course. This approach stimulates thoughtful discussions, generates honest and useful feedback, and requires only nominal preparative work on the part of the instructor, whose primary role during the workshop is as a facilitator. In light of the COVID-19 pandemic, we’ve assessed student perceptions of two virtual models for the Last Class Workshop—one using Google Docs, a free web-based word processor, and another using Miro, a collaborative whiteboard platform—to identify whether or not the Last Class Workshop can be effectively translated for a synchronous online learning environment. Student responses to the virtual workshops have been highly positive, and participants overwhelmingly preferred the Miro adaptation. We suggest that this is an effective way to access the expert knowledge of our students to develop innovative adaptations, updates, and evolutionary change at the end of a course, and conclude with a proposal for maintaining this virtual tool after in-person learning resumes.

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Resilient Instructional Strategies: Helping Students Cope and Thrive in Crisis

Cited by 13 publications

References 38 publications

I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic

I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic

Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills

The Importance of Ending Well: A Virtual Last Class Workshop for Course Evaluation and Evolution

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