CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Covid-19 impacts at a small mid-atlantic liberal-arts college with implications for stem education
Tác giả
D'Souza M.J.; Fry K.; Koyanagi L.; Shepherd A.
Năm xuất bản
2020
Source title
Journal of Education and e-Learning Research
Số trích dẫn
6
DOI
10.20448/journal.509.2020.74.407.420
Liên kết
Tóm tắt
During the COVID-19 pandemic, with very little preparation and within a brief span of 48 hours, the Wesley College STEM faculty and students triaged into a remote-only form of instruction. Wesley College STEM student COVID-19 impact surveys showed underlying gaps in economic equity, increased family responsibilities, struggles to stay motivated, social isolation, and higher levels of psychological stress. Yet, the crisis demonstrated new ways in which technology can be harnessed and allowed STEM students to reconsider how jobs and skills should be aligned. A STEM faculty COVID-19 check-in survey and interview responses revealed a quick realization that faculty could not rely solely on Wesley's Jenzebar learning management system (MyWesley). To engage their students and to create a supportive learning environment, STEM faculty sought new strategies and approaches for a diverse set of STEM learners. For synchronous e-teaching, the faculty used the Microsoft-Teams and the Zoom video conferencing platforms. Faculty only adopted MyWesley to execute dedicated asynchronous tasks (laboratory assignments, reports, exams). The STEM students were overwhelmingly positive about STEM faculty availability during the crisis. Still, both faculty and students indicated a much stronger preference for the face-to-face delivery of their course content via a traditional classroom setting. © 2020 by the authors; licensee Asian Online Journal Publishing Group.
Từ khóa
COVID-19; E-learning; Faculty; Online; STEM student; Wesley College
Tài liệu tham khảo
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Nơi xuất bản
Asian Online Journal Publishing Group
Hình thức xuất bản
Article
Open Access
All Open Access; Bronze Open Access; Green Open Access
Nguồn
Scopus