Keeping Focus on Relational, Social, and Emotional Needs of Students and Faculty during University-Level Remote Instruction

Autor/inn/en	Jones, Emily M.; Valley,, Julia A.; Garrahy, Deborah A.
Titel	Keeping Focus on Relational, Social, and Emotional Needs of Students and Faculty during University-Level Remote Instruction
Quelle	In: Journal of Physical Education, Recreation & Dance, 92 (2021) 8, S.27-33 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Emily M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2021.1962448
Schlagwörter	Student Needs; COVID-19; Pandemics; School Closing; Online Courses; College Students; College Faculty; Physical Education Teachers; Teacher Educators; Educational Needs; Distance Education; Safety; Federal Legislation; Federal Aid; Interpersonal Relationship; Student School Relationship; Illinois + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Collegestudent; Fakultät; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Educational need; Bildungsbedarf; Distance study; Distance learning; Fernunterricht; Sicherheit; Bundesrecht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schüler-Lehrer-Beziehung
Abstract	The purpose of this article is to provide an overview of various approaches taken to address anticipated and demonstrated needs of university students, faculty, and instructors through and beyond the transition to fully online instruction in the midst of the global COVID-19 pandemic. The authors discuss the complexities associated with navigating multiple levels of need, as described within Maslow's Hierarchy of Needs. Primary examples are provided from two mid-sized universities from the perspective of Physical Education Teacher Education faculty employed at the respective institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01