Communicating with College Students during COVID-19: College Student Reflections on Communication Preferences and Institutional Best Practices

Autor/inn/en	Rainey, Elizabeth A.; Taylor, Zachary W.
Titel	Communicating with College Students during COVID-19: College Student Reflections on Communication Preferences and Institutional Best Practices
Quelle	In: Research Issues in Contemporary Education, 8 (2023) 1, S.102-137 (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2690-9251
Schlagwörter	COVID-19; Pandemics; Organizational Communication; Student Attitudes; Academic Persistence; Social Support Groups; Higher Education; College Faculty; College Students; Peer Relationship; Best Practices; Student Characteristics; Synchronous Communication; Computer Mediated Communication; Mississippi + Suchen Sie Ihr Suchwort? Schülerverhalten; Social support; Soziale Unterstützung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Collegestudent; Peer-Beziehungen; Computerkonferenz
Abstract	Decades of research suggests that institutional communication can dictate student success, but the COVID-19 pandemic exposed challenges to new demands. Institutions may not have been prepared to adjust communications during the COVID-19 pandemic, and given the ongoing nature of the pandemic, literature has yet to examine how higher education institutions communicated with students during COVID-19. The current study fills this gap by exploring how college students viewed institutional communication from multiple stakeholders, including staff, faculty, and peers, and whether institutional communication supported student persistence. Data suggests a majority of students were critical of institutional communication but rarely engaged with that communication or acted. Moreover, students strongly preferred communication that they perceived to be authentic and personal, while students also felt that high-quality communication from their institution would help them persist and connect with their support networks. We address implications for research, policy, and institutional communication and practice. (As Provided).
Anmerkungen	Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01