Teacher Presence and Engagement: Lessons for Effective Post-Pandemic Pedagogy

Grussendorf, Jeannie

doi:10.1007/978-3-030-94713-2_4

Cited by 1 publication

(2 citation statements)

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“…Although previous literature indicates that experience teaching online tends to make faculty more supportive of online teaching (Shea, Pickett, and Li 2005; Ulmer, Watson, and Derby 2007), these previous studies were not conducted during a pandemic. In particular, given that faculty report relying heavily on past online experience to successfully transition pandemic courses (Akbaba 2022; Grussendorf 2022; Sweet-Cushman 2021), we expect that those who moved online for the first time as a result of the pandemic will hold a more negative view toward online teaching. This introduction to online teaching under less-than-ideal circumstances may have long-term consequences for online higher education.…”

Section: The Challenges and Opportunities Of Teaching During A Pandemicmentioning

confidence: 99%

“…Political scientists immediately engaged in introspection and assessment of the way these shared pandemic experiences influenced their pedagogy. Research and reflections drew attention to troubling pandemic outcomes such as faculty and student wellbeing (Greaves 2021;Grussendorf 2022) and exacerbation of inequities in access for both students and campuses to technology and resources (Ba 2021;Leonard 2022;Rosen 2022). Yet, this research also highlighted positive transformations as faculty members reevaluated their learning priorities (Roberts 2021;Taylor 2022) and connections between political science's foundational work and students' lived experiences (Enia 2022;Lantis 2022); found creative ways to promote student engagement (Glazier 2021); and embraced an ethic of care (Ba 2021;Hutchison 2021;Martel et al 2021).…”

mentioning

confidence: 99%

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The Long-Term Effects of COVID-19 on Political Science Teaching

Glazier

Strachan

2023

APSC

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The COVID-19 pandemic abruptly changed political science higher education—shifting courses and instructors online with little preparation. What might be the long-term effects of teaching through this crisis? Combining both open-ended and forced-choice survey questions with focus-group conversations, the data reveal a picture of faculty who are doing more for students and feeling strained by the efforts. Despite the challenges of teaching online during these difficult circumstances, attitudes toward online teaching did not decline universally. Those with more experience teaching online before the pandemic held a more favorable view of online teaching when they were surveyed during the pandemic. The data also show that the emotional burden on faculty increased, with female faculty members carrying a particularly heavy load. Because online classes likely will play a major role in the future of teaching political science, understanding the pandemic’s effects—both positive and negative—is critical.

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