Increasing Student Access
Pivots and Lessons Learned during Covid-19
Bibliographic Data
| ID | 21834812 |
|---|---|
| Authors | Claire McWilliams (Arizona State University), Eric Legg (0000-0002-3575-1053, Arizona State University, corresponding author) |
| Year | 2023 |
| Volume | 38 |
| Issue | 2 |
| Pages | 150-151 |
| Publication date | 2023-05-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | SCHOLE: A Journal of Leisure Studies and Recreation Education (JOURNAL) |
| Journal identifiers | ISSN: 1937-156X • E-ISSN: 2162-4097 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1937156x.2021.1986440 |
| OpenAlex | W3207163325 |
| Language | EN |
| References cited | 2 |
The COVID-19 pandemic and subsequent teaching adaptions highlighted issues of equitable student access. Resulting pivots in response to the pandemic, however, offer opportunities to adapt pandemic related pivots to traditional learning environments in ways that will increase student access. This brief manuscript highlights different ways students can present themselves, and participate in class as specific techniques that can be applied to a post-pandemic learning environment
2019-20 coronavirus outbreak · Mathematics education · Pandemic · Computer Science · COVID-19 and Mental Health · Higher Education Practises and Engagement · Higher Education Research Studies · Medicine · Psychology · Artificial Intelligence · Virology
| Citation velocity | historical |
|---|---|
| Highly cited | No |