Literaturnachweis - Detailanzeige
Autor/inn/en | Loepp, Eric; Hinz, Will |
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Institution | Online Learning Consortium (OLC) |
Titel | Leveraging Professor-Student Partnerships for Post-Pandemic Teaching and Learning |
Quelle | (2023), (33 Seiten)
PDF als Volltext |
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 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 |