COVID-19 Impacts at a Small Mid-Atlantic Liberal-Arts College with Implications for STEM Education

Autor/inn/en	D'Souza, Malcolm J.; Fry, Katelynn; Koyanagi, Lyndsey; Shepherd, Andrew
Titel	COVID-19 Impacts at a Small Mid-Atlantic Liberal-Arts College with Implications for STEM Education
Quelle	In: Journal of Education and e-Learning Research, 7 (2020) 4, S.407-420 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-0169
Schlagwörter	COVID-19; Pandemics; School Closing; Online Courses; Distance Education; Electronic Learning; Small Colleges; Liberal Arts; Socioeconomic Influences; Family Role; Student Motivation; Social Isolation; Stress Variables; STEM Education; College Faculty; Learner Engagement; Synchronous Communication; Videoconferencing; Integrated Learning Systems; Asynchronous Communication; Student Attitudes; Teacher Student Relationship; Teacher Attitudes; College Students; Conventional Instruction; Preferences; Delaware + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; College; Colleges; Oberschule; Sozioökonomischer Faktor; Schulische Motivation; Soziale Isolation; STEM; Fakultät; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Collegestudent
Abstract	During the COVID-19 pandemic, with very little preparation and within a brief span of 48 hours, the Wesley College STEM faculty and students triaged into a remote-only form of instruction. Wesley College STEM student COVID-19 impact surveys showed underlying gaps in economic equity, increased family responsibilities, struggles to stay motivated, social isolation, and higher levels of psychological stress. Yet, the crisis demonstrated new ways in which technology can be harnessed and allowed STEM students to reconsider how jobs and skills should be aligned. A STEM faculty COVID-19 check-in survey and interview responses revealed a quick realization that faculty could not rely solely on Wesley's Jenzebar learning management system (MyWesley). To engage their students and to create a supportive learning environment, STEM faculty sought new strategies and approaches for a diverse set of STEM learners. For synchronous e-teaching, the faculty used the Microsoft-Teams and the Zoom video conferencing platforms. Faculty only adopted MyWesley to execute dedicated asynchronous tasks (laboratory assignments, reports, exams). The STEM students were overwhelmingly positive about STEM faculty availability during the crisis. Still, both faculty and students indicated a much stronger preference for the face-to-face delivery of their course content via a traditional classroom setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01