Introduction: Pedagogy in the Wake of a Pandemic
Pedagogy in the Wake of a Pandemic
Family Science Review Special Thematic Issue
Guest Editor: Nikki DiGregorio
TV Clubs as a Pedagogical Approach in an Undergraduate Adolescent Development Course: A Qualitative Evaluation During the COVID-19 Pandemic
Catherine Dutton2022-04-20T02:13:18-05:00Authors
Mitchell Vaterlaus, Ph.D., LMFT, Montana State University
Nicole C. Wanago, Texas Tech University
Jillian D. Martin, Montana State University
Abstract
Using a Scholarship of Teaching and Learning (SoTL) approach, the current study evaluated use of the Adolescent Media Project (AMP) as a pedagogical approach within an undergraduate adolescent development course. The AMP divided students into smaller groups (n= 8) in relation to an adolescent-themed TV show. Students viewed the first season (or more) of the program throughout the semester. Students analyzed developmental accuracies and inaccuracies depicted in their assigned shows through completing individual written reflections, group meetings, and final individual projects. Implementation of the AMP occurred during the Spring 2020 semester, which allowed for understanding student experiences in transitioning the AMP to remote learning during the COVID-19 pandemic. A longitudinal qualitative approach was implemented with 16 randomly selected students in one course. Three themes emerged: (1) embeddedness, (2) collaboration, and (3) agency. Implications for future implementation of the AMP and active learning during the pandemic are discussed.
“It wasn’t necessarily terrible, but it also wasn’t ideal”: Students’ Experiences with the Transition to Online Learning during the COVID-19 Pandemic
Catherine Dutton2022-04-20T02:15:14-05:00Authors
Jill K. Walls, PhD
Michael A. Moses, M.A.
Shu Su, Ph.D.
Ball State University
Abstract
Undergraduate students (N = 165) completed an online survey about their experiences with the sudden transition to online learning, prompted by the COVID-19 pandemic. Results of multiple regression analyses suggested that satisfaction with the transition online, concerns about COVID-19, and computer time were associated with signs of distress (changes in grades, stress level, and depressive symptoms), after accounting for preference for online instruction, housing satisfaction, and other covariates. Students’ responses to open-ended questions identified approaches employed by instructors that were perceived as helpful or unhelpful. Students advocated for fewer assignments, better communication, and greater empathy and understanding from their instructors.
Staying the Life Course: Lessons Learned from the COVID-19 Pandemic Years
Catherine Dutton2022-04-20T02:15:27-05:00Authors
Elise Murowchick, Ph.D., CFLE, Department of Psychology, Seattle University
Robin Yaure, Ph.D., CFLE, Department of Human Development and Family Studies, The Pennsylvania State University
Abstract
Four themes within Life course theory will be explored. The interplay of human lives and historical times, the timing of lives, linked or interdependent lives, and human agency will be explored along with perspectives on gender, feminism, and intersectionality in order to examine current teaching challenges and impact on faculty and students by inequality in the United States. In addition, ways that some inequalities have been exposed and addressed in the family science field and higher education merit attention. Acknowledging these issues in conjunction with issues related to access to technology and the need for caring for the whole person's life and family context is addressed. Family scholars will need to build upon these gains to continue repairing the racial and social inequalities in our institutions and organizations as we continue transverse this new trajectory.
Calling an Audible: The Use of Interactive Video Lectures and Adjusting Course During the Pandemic-Affected Spring 2020 and Fall 2020 Semesters
Catherine Dutton2022-04-20T02:14:26-05:00Abstract
The COVID-19 pandemic brought monumental changes to life around the world, including drastic changes to how traditional face-to-face (F2F) American university courses have been conducted. In Spring 2020, institutions of higher education had to move courses fully online (if they were mid-term) or in some cases end a term of F2F only to return from break fully online in a span of a week. This brought major adjustments for those teaching on campus, particularly in thinking about how to provide active learning opportunities for students in what was for many a new teaching modality. This study focuses on changes I made to my three F2F courses during the Spring 2020 semester to preserve active learning for students while providing flexibility for course completion. It also focuses on four courses adjusted from a planned F2F offering to online during the Fall 2020 semester. It particularly focuses on the use of interactive video lectures (IVLs) as a replacement for traditional in-class sessions in the spring semester and the use of IVLs as part of a flipped classroom model during the four synchronous online classes during the Fall 2020 semester. Below, I outline a summary of research on active learning in college classes and the emerging, yet small, the body of research on the use of IVLs in classes.
Pivoting from Face-to-Face Internships to Virtual Internships: Lessons Learned by Two Family Life Educators
Catherine Dutton2022-04-20T02:15:54-05:00Authors
Helyne Frederick, PhD., CFLE
Yuliana Rodriguez, Ph.D., CFLE
University of North Carolina Chapel Hill
Abstract
The purpose of the paper is to highlight the impact of the COVID-19 pandemic on a Human Development and Family Studies internship program. The paper recounts some of the steps taken by the program to respond to the change from face-to-face to virtual internships for ninety interns who were in education, health, and human services agencies. Included is a discussion of the triumphs and challenges faced by the faculty, internship sites, and students. Additionally, the paper addresses implications for supervising and planning for future internships.
The Seven C’s of Teaching During the COVID-19 Pandemic
Catherine Dutton2022-04-20T02:16:16-05:00Authors
Nicole A. Graves, Ph.D., CFCS-HDFS South Dakota State University
Jennifer S. Reinke, Ph.D. Colorado State University
Abstract
The onset of the COVID-19 pandemic disrupted education at all levels and required educators and students to pivot quickly to distance and remote learning. This abrupt change challenged all involved. Educators scrambled to adopt new technology that would not only help them reach their students but also keep students moving forward towards achieving important learning goals. Overarching educational goals known as 21st Century Learning Skills have been in place since the early 2000s. This article shares experiences faced by two university faculty members who rooted their approach to teaching during the pandemic in the four C’s of 21st Century Learning: communication, creativity, critical thinking, and collaboration. During their journey, they also discovered the importance of three additional C’s useful for meeting student needs: compassion, community, and consistency. This article shares tips and strategies for effective teaching during the pandemic along with ideas for future practice and research.
The 3-Pound Project: A Teaching Tool to Highlight the “Weight” of Psychological Characteristics
Catherine Dutton2022-04-20T02:16:34-05:00Abstract
This paper provides an overview of an experiential activity that students conduct outside of class. It focuses on students’ carriage of physical items (such as books, clothing, and photos) that (a) are meaningful to them and (b) collectively weigh approximately three pounds. The activity is used to highlight the “weight” of psychological characteristics (cognitions, emotions, beliefs [CEBs]). The activity is not designed to judge the content of students’ CEBs. Instead, the activity is designed to heighten their mindfulness of these characteristics. Given the polarizing and intense context of many Covid-19 topics (such as vaccines, lockdowns, and mask mandates), this activity can be used as an entry point to help students (a) acknowledge the CEBs they bring to these topics and (b) be more mindful that others carry different CEBs. This activity can be integrated with other techniques to address broader societal issues such as minority-majority status, prejudice, racial/ethnic justice, and privilege.
Back to the Educational Future: A Marketing-Oriented Approach to Promote Distributed Learning
Catherine Dutton2022-05-03T15:46:31-05:00Authors
Ofer Zellermayer, Ph.D., Ono Academic College
Yaniv Gvili, Ph.D., Ono Academic College
Alona Forkosh-Baruch, Ph.D., Levinsky College of Education
Abstract
The COVID-19 pandemic has been devastating in terms of the loss of human lives, damage to the economy, and upheavals in the fabric of society. It has also drastically impacted higher education and academic institutions throughout the world. This article analyzes the impact of the pandemic on the higher education industry and its stakeholders; namely, its institutions, faculty, and students. Then, a marketing-oriented approach is applied to suggest remedies for some of the key pedagogical issues associated with distance learning that have plagued educators during this period. It is argued that higher education can recover and prosper if educators see this era as an opportunity for positive change. Implications for higher education and family science are discussed.
Pandemic Lessons: Reflections on Transitioning to Remote Learning
Catherine Dutton2022-04-20T02:16:55-05:00Author
Olimpia Leite-Trambly, M.S.
Sharon N. Obasi, Ph.D.
Colton Nisley, B.S.
Toni Hill, Ph.D.
University of Nebraska at Kearney
Abstract
The COVID-19 global pandemic necessitated a rapid transition to remote learning (synchronous or asynchronous) for higher education institutions. This paper documents lived experiences of this occurrence from the perspectives of a graduate student, an instructional designer, and a professor. There is discussion of strategies that facilitated a smooth transition to remote learning and recommendations regarding online education.
