Leveraging Professor-Student Partnerships for Post-Pandemic Teaching and Learning

Autor/inn/en	Loepp, Eric; Hinz, Will
Institution	Online Learning Consortium (OLC)
Titel	Leveraging Professor-Student Partnerships for Post-Pandemic Teaching and Learning
Quelle	(2023), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Student Relationship; Student Experience; Student Satisfaction; Learner Engagement; Academic Achievement; Electronic Learning; COVID-19; Pandemics; Adjustment (to Environment); Educational Environment; Professional Development; Educational Technology; Technology Uses in Education; Teaching Methods; College Students; College Faculty; Partnerships in Education; Wisconsin + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Studienerfahrung; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Fakultät; Hochschulpartnerschaft
Abstract	In January 2021, Eric Loepp, a faculty member in the department of political science at the University of Wisconsin-Whitewater, and Will Hinz, a member of the student government, administered a survey to students in order to answer big questions surrounding higher education during the fall 2020 semester. Like other institutions, theirs was working through ideas about what a post-pandemic educational experience should look like. Indeed, this is fundamentally what motivated this project: the desire to help their institution navigate what the near-future of pandemic/post-pandemic education should look like to best serve our students, instructors, and programs. Specifically, the following key questions guided this study: (1) How did the student experience differ across modalities in terms of satisfaction, engagement, and performance?; (2) How successful were we as students and instructors adapting conventionally face-to-face activities--like group work and certain types of assessments--into purely online activities?; (3) How can we best promote learning in a largely or exclusively online environment moving forward (e.g., investing in professional development for instructors vs. non-academic support centers vs. technical training)?; (4) Can we gain systemic insight into pandemic-specific questions--like why students do or do not use webcams--for which most of our current understanding is principally anecdotal?; and (5) Ultimately, as we emerge from the pandemic, what aspects of teaching in 2020 and 2021 should we retain, reject, or revise? (As Provided).
Anmerkungen	Online Learning Consortium, Inc. PO Box 1238, Newburyport, MA 01950. Tel: 617-716-1414; e-mail: publications@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01