Donham Cristine, Barron Hillary A, Alkhouri Jourjina Subih, Changaran Kumarath Maya, Alejandro Wesley, Menke Erik, Kranzfelder Petra
Department of Genetics, University of Georgia, Athens, GA USA.
Biology Teaching and Learning, University of Minnesota, Minneapolis, MN USA.
Int J STEM Educ. 2022;9(1):19. doi: 10.1186/s40594-022-00335-1. Epub 2022 Feb 19.
Due to the COVID-19 pandemic, many universities moved to emergency remote teaching (ERT). This allowed institutions to continue their instruction despite not being in person. However, ERT is not without consequences. For example, students may have inadequate technological supports, such as reliable internet and computers. Students may also have poor learning environments at home and may need to find added employment to support their families. In addition, there are consequences to faculty. It has been shown that female instructors are more disproportionately impacted in terms of mental health issues and increased domestic labor. This research aims to investigate instructors' and students' perceptions of their transition to ERT. Specifically, during the transition to ERT at a research-intensive, Minority-Serving Institution (MSI), we wanted to: (1) Identify supports and barriers experienced by instructors and students. (2) Compare instructors' experiences with the students' experiences. (3) Explore these supports and barriers within the context of , , and/or as well as how these supports and barriers relate to in STEM courses.
Instructors identified twice as many barriers as supports in their teaching during the transition to ERT and identified casual and formal conversations with colleagues as valuable supports. Emerging categories for barriers consisted of academic integrity concerns as well as technological difficulties. Similarly, students identified more barriers than supports in their learning during the transition to ERT. More specifically, students described pre-existing course structure, classroom technology, and community as best supporting their learning. Barriers that challenged student learning included classroom environment, student availability, and student emotion and comfort.
Together, this research will help us understand supports and barriers to teaching and learning during the transition to ERT. This understanding can help us better plan and prepare for future emergencies, particularly at MSIs, where improved communication and increased access to resources for both students and instructors are key.
The online version contains supplementary material available at 10.1186/s40594-022-00335-1.
由于新冠疫情，许多大学转向了应急远程教学（ERT）。这使得各机构能够在无法进行面对面教学的情况下继续授课。然而，应急远程教学并非没有后果。例如，学生可能缺乏足够的技术支持，如可靠的互联网和电脑。学生在家中的学习环境也可能较差，并且可能需要寻找额外的工作来补贴家用。此外，这也给教师带来了影响。研究表明，在心理健康问题和家务劳动增加方面，女教师受到的影响更为严重。本研究旨在调查教师和学生对向应急远程教学过渡的看法。具体而言，在一所研究密集型的少数族裔服务机构（MSI）向应急远程教学过渡期间，我们希望：（1）确定教师和学生所经历的支持和障碍。（2）比较教师和学生的经历。（3）在……以及这些支持和障碍与STEM课程中的……的关系的背景下，探讨这些支持和障碍。
在向应急远程教学过渡期间，教师在教学中发现的障碍数量是支持数量的两倍，并将与同事的非正式和正式交流视为宝贵的支持。障碍的新出现类别包括学术诚信问题以及技术困难。同样，在向应急远程教学过渡期间，学生在学习中发现的障碍多于支持。更具体地说，学生认为先前存在的课程结构、课堂技术和社区最有助于他们的学习。挑战学生学习的障碍包括课堂环境、学生的可利用性以及学生的情绪和舒适度。
总之，本研究将帮助我们了解向应急远程教学过渡期间教学和学习的支持与障碍。这种理解有助于我们更好地为未来的紧急情况制定计划并做好准备，特别是在少数族裔服务机构，改善沟通以及增加学生和教师获取资源的机会是关键。
在线版本包含可在10.1186/s40594 - 022 - 00335 - 1获取的补充材料。
