Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19
Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19
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DOI：
10.3390/educsci10110304
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发表时间：
2020-11-01
影响因子：
3
通讯作者：
Mejia, Joel Alejandro
中科院分区：
文献类型：
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作者：
Gelles, Laura A.;Lord, Susan M.;Mejia, Joel Alejandro
2019冠状病毒病的全球大流行使美国各地的高等教育机构向紧急远程教学（ERT）过渡，促使学生和教师迅速适应一种不同的教学方式。其他危机也导致了学术连续性的中断（例如地震、飓风），但没有像COVID-19那样严重，这影响了全球范围内的大学。在本文中，我们描述了一个定性案例研究，我们在2020年春季学期采访了11名二年级综合工程专业的学生，以探索他们如何适应向远程学习的过渡。我们的研究结果揭示了学生面临的一些挑战，他们如何使用自律策略来克服这些挑战，以及教师如何通过富有同情心和灵活的教学方法在课堂上支持学生。教师们通过调整课程和评估以及有效地与学生沟通，表现出同情心和灵活性。这对本研究的女性参与者尤其重要，她们更频繁地表达了通过/不及格评分以及因大流行而面临的个人和性别挑战。在这场前所未有的危机中，我们发现支持学生幸福和成功的一个关键因素是教师们的关怀和将灵活性融入到他们的课程中。
The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced disruptions to academic continuity (e.g., earthquakes, hurricanes), but not to the same extent as COVID-19, which has affected universities on a global scale. In this paper, we describe a qualitative case study where we interviewed 11 second-year Integrated Engineering students during the Spring 2020 semester to explore how they adapted to the transition to remote learning. Our results revealed several student challenges, how they used self-discipline strategies to overcome them, and how the faculty supported students in the classroom through a compassionate and flexible pedagogy. Faculty members showed compassion and flexibility by adjusting the curriculum and assessment and effectively communicating with students. This was especially important for the women participants in this study, who more frequently expressed utilizing pass/fail grading and the personal and gendered challenges they faced due to the pandemic. During this unprecedented crisis, we found that a key element for supporting students' well-being and success is the faculty members communicating care and incorporating flexibility into their courses.