The transition to online teaching during the COVID-19 pandemic at a regional, rural university: The experience of learning assistants

Abstract

During the Spring 2020 semester, classes at a medium-sized regional rural university transitioned from faceto-face (FTF) to fully online instruction following Spring Break due to the COVID-19 pandemic. Learning assistants teaching in STEM disciplines experienced difficulties during this transition unique to our student population consisting of many nontraditional and first generation students living in rural areas. We conducted a phenomenological study about these LAs experiences using a Community of Practice (CoP) theory lens. Through interviews with 10 LAs, novel conversations about moving from FTF courses to a virtual setting emerged. In response to the interruptions of the CoP, LAs discussed their new learning opportunities. In this paper, we highlight the opportunities and challenges as encountered by the LAs. Considerations and concerns for instructors with similar student populations are presented.

Learning Assistants and Instructors Provide Social Support That Influences Student Engagement Differently in Undergraduate Active Learning Chemistry Courses

“…LAs, on the other hand, are interacting with individual students and may provide increased informational support to students who are less engaged. If LA informational support does not shift student engagement, which may have been harder to do in the remote setting as students encountered more distractions, then the pattern we observed could be the result. An alternative hypothesis is that LAs’ experience level influences the types of messaging that they provide to students.…”

“…One explanation for this may be that students in the remote synchronous courses found it more challenging to remain engaged. Studies on students during the transition to online teaching during COVID have found that they overall had lower engagement in their courses, , and they reported experiencing more distractions and conflicting responsibilities . Additional studies found students had to overcome several emotional, cognitive, and practical barriers to remain engaged in their coursework. ,− As students struggle to focus in their remote classes, social support from LAs and course instructors might be more critical to student engagement.…”

“…Studies on students during the transition to online teaching during COVID have found that they overall had lower engagement in their courses, 50,89 and they reported experiencing more distractions and conflicting responsibilities. 89 Additional studies found students had to overcome several emotional, cognitive, and practical barriers to remain engaged in their coursework. 88,90−92 As students struggle to focus in their remote classes, social support from LAs and course instructors might be more critical to student engagement.…”

“…The changing roles of LA appraisal support in the remote synchronous condition reflects the existing literature on LAs' self-reported experience during COVID. Fields et al 89 found that LAs in introductory STEM courses felt less effective online because they were not as connected to the instructor or involved in the planning of the courses, which may have impacted their ability to provide useful appraisal support.…”