Students’ perceptions of emergency remote teaching in a writing course during Covid-19
Bibliographic Data
| ID | 22167705 |
|---|---|
| Authors | Agata Guskaroska (0000-0001-7742-9196, Iowa State University), Emily Dux Speltz (0000-0003-4795-949X, Iowa State University), Zoë Zawadzki (0000-0003-1385-0031, Iowa State University, corresponding author), Şebnem Kurt (0000-0003-4191-5277, Iowa State University) |
| Year | 2022 |
| Volume | 7 |
| Publication date | 2022-09-28 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.965659 |
| OpenAlex | W4297329380 |
| Language | EN |
| Citations received | 2 |
| References cited | 32 |
The COVID-19 pandemic forced most educational institutions in the US to quickly transfer to emergency remote teaching, finding many instructors and students unprepared. This study explored university students’ perspectives in a composition course during the emergency period and proposes guidance on designing a “student-friendly” online learning environment. This study examines the students’ concerns about and challenges with emergency remote teaching, the course’s benefits during the online learning period, and students’ recommendations for improvement. The research was conducted in seven sections of a multimodal composition course at a large, Midwestern university. Participants responded to a virtual discussion board at the beginning of online instruction and a survey after online instruction. Qualitative analysis of responses—guided by the Community of Inquiry (CoI) framework—showed that the participants expressed challenges with staying motivated, completing coursework, and feeling socially disconnected from instructors and classmates. Benefits expressed by the participants included increased flexibility in their schedules, improved time management skills, and increased virtual communication with instructors. This study highlights suggestions that can guide the design of composition courses and pedagogical practices for emergency remote teaching in the future
Coursework · Discussion board · Feeling · Mathematics education · Medical education · Multimedia · Perception · Communication in Education and Healthcare · Computer Science · Innovative Teaching and Learning Methods · Medicine · Online and Blended Learning · Psychology
Covid-19
U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the Covid-19 Pandemic
Critical Inquiry in a Text-Based Environment
Exploring causal relationships among teaching, cognitive and social presence
Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the Covid-19 Pandemic
Student-Centered and ICT-Enabled Learning Models in Veterinarian Programs
Pandemic politics, pedagogies and practices
Ideas for supporting student-centered stem learning through remote labs
Writing Conferences and the Weaving of Multi-Voiced Texts in College Composition
Peer-Review Writing Workshops in College Courses
Boredom in online classes in the Iranian EFL context
College students’ experience of emergency remote teaching due to Covid-19
Qualitative research methods for the social sciences
E-Learning, online learning, and distance learning environments
| Citations per year | 0.5 |
|---|---|
| Citation span | 2022 - 2023 (2) |
| Highly cited | No |