Teaching during COVID-19 Times: A Community College Perspective

Mazur, Clay; Creech, Catherine; Just, Jan; Rolle, Cleo; Cotner, Sehoya; Hewlett, James

doi:10.1128/jmbe.v22i1.2459

Cited by 13 publications

(4 citation statements)

References 27 publications

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“…Studies have shown that all these external and internal factors can cause students to behave in uncivil ways. 23,25 Most of the participants in our study agreed that as compared to faculty students are more engaged in online incivility. A study conducted on nursing students also showed similar results with participants agreeing that nursing students are more engaged in online incivility as compared to nursing faculty.…”

Section: Discussionmentioning

confidence: 78%

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Incivility in online learning environment: Perception of dental students and faculty

Farid

Hasan

Naveed

et al. 2022

Journal of Dental Education

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Objectives: The objectives of this study were to assess the extent of incivility and perception of dental students and faculty regarding uncivil behaviors in the online learning environment. Methods: Incivility in online environment (IOLE) survey was used to collect data from dental students (n = 232) and faculty (n = 35) at Margalla Institute of Health Sciences, Rawalpindi, Pakistan from September to December 2021. A 4-point Likert scale was used for respondents to indicate their perceptions regarding incivility in IOLE, and a list of students' and faculty's uncivil behaviors. Descriptive analysis, chi-square test, and Spearman's correlation coefficient were used for data analysis. The level of significance was kept at ≤0.05. Results:The majority of the students reported online incivility as either "a moderate or serious problem" (n = 103, 72.0%), and the majority of faculty (n = 12, 56%) reported incivility as "no to a mild problem" (p = 0.018). Both students and faculty agreed that students are more likely to engage in uncivil behavior in OLE as compared to faculty. Various forms of rude/threatening comments and posting ambiguous or vague responses that do not add meaning to the online discussion were considered uncivil student behaviors by both students and faculty (p ≤ 0.05). Assigning grades without providing useful feedback and threatening to fail students for not complying with faculty's demands were perceived as uncivil faculty behaviors (p ≤ 0.05). Female students and students with less self-reported expertise in online learning had greater mean scores for faculty uncivil behaviors (p ≤ 0.05). Conclusion: Incivility exists in OLE in dentistry with the more likely engagement of students in uncivil behaviors. With the increasing use of online platforms for education in dentistry, there is a need for further research and training courses for both students and faculty to reduce the extent of incivility and create a healthy and conducive learning environment.

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Section: Discussionmentioning

confidence: 78%

“…Faculty at the same time was also facing the challenges of the pandemic, unusual detachment from the students, and the stress to learn how to teach in a new learning environment. Studies have shown that all these external and internal factors can cause students to behave in uncivil ways 23,25 …”

Section: Discussionmentioning

confidence: 99%

Incivility in online learning environment: Perception of dental students and faculty

Farid

Hasan

Naveed

et al. 2022

Journal of Dental Education

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“…This study is concerned with the HyFlex hybrid learning format that includes F2F and ERT instructional components [ 8 ], specifically how, for each class meeting, students are allowed to choose between physically attending the lecture in a classroom environment or remotely in a virtual setting [ 9 ]. HyFlex courses enable full flexibility of participation where students choose attendance mode: face-to-face, online synchronously, or mixed attendance.…”

Section: Introductionmentioning

confidence: 99%

Academic integrity in the HyFlex learning environment

Eshet¹,

Dickman²,

Zion³

2023

Heliyon

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“…However, barriers to participation may be particularly acute for students who are underrepresented in science. These disparate patterns of course participation have been posited as both a cause and a consequence of inequities in science higher education based on sociodemographic and affective factors [ 7 , 13 – 17 ] and they may have been exacerbated during the recent shift to remote instruction [ 18 , 19 ]. In a recent annual meeting of the Equity and Diversity in Undergraduate STEM (EDU-STEM; [ 20 ]) Network, we—the authors of this work—came to a realization during one of our breakout sessions: while we differed on our sentiments about many aspects of our remote-instruction experience, we all loved the text-based chatting that accompanied our synchronous sessions (via Zoom, Google Meet, Teams, or Blackboard Collaborate).…”

Section: Introductionmentioning

confidence: 99%

Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course

Robnett

Ballen²,

Fagbodun³

et al. 2022

PLoS ONE

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The coronavirus disease 2019 (COVID-19) pandemic has led to a reimagining of many aspects of higher education, including how instructors interact with their students and how they encourage student participation. Text-based chatting during synchronous remote instruction is a simple form of student-student and student-instructor interaction. The importance of student participation has been documented, as have clear disparities in participation between those well-represented and those under-represented in science disciplines. Thus, we conducted an investigation into who is texting, what students are texting, and how these texts align with course content. We focused on two sections of a large-enrollment, introductory biology class offered remotely during Fall 2020. Using an analysis of in-class chatting, in combination with student survey responses, we find that text-based chatting suggests not only a high level of student engagement, but a type of participation that is disproportionately favored by women. Given the multiple lines of evidence indicating that women typically under-participate in their science courses, any vehicle that counters this trend merits further exploration. We conclude with suggestions for further research, and ideas for carrying forward text-based chatting in the post-COVID-19, in-person classroom.

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Teaching during COVID-19 Times: A Community College Perspective

Abstract: In March 2020, the COVID-19 pandemic altered instructional and learning strategies at institutions across the globe. This emergency transition to remote instruction (ETRI) resulted in ambiguity regarding what to teach, how to teach, and instructor/student workload.

Cited by 13 publications

References 27 publications

Incivility in online learning environment: Perception of dental students and faculty

Incivility in online learning environment: Perception of dental students and faculty

Academic integrity in the HyFlex learning environment

Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course

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