2020 Volume 24 Issue 1

Heidi E. Stolz and Meagan Green

ABSTRACT: Hybrid teaching, also known as mixed-mode instruction, occurs when part of a campus-based course is moved online. There is limited research on hybrid courses in Human Development and Family Studies (HDFS). This study examines whether delivery mode impacts various student learner experiences and outcomes in an HDFS course and reports on students’ experiences with hybrid learning. Results indicated no delivery mode differences related to perceived course knowledge, course-related self-efficacy, or student-to-student interaction. However, participants in the hybrid learning mode (n = 33) reported significantly worse experiences and outcomes of  all other variables relative to students in the face-to-face section (n = 35). Due to significant baseline differences, more investigation is needed to explore selection effects versus experience effects. Themes related to most and least liked features of the hybrid course are reported and interpreted in light of quantitative findings.

Nilufer Medora, Roudi Nazarinia Roy and Tiffany L. Brown

ABSTRACT: Study abroad programs are becoming increasingly popular in the United States and in other countries. The present study used a mixed-methods approach to examine cultural sensitivity in 18 ethnically diverse college students who participated in a study abroad program. Participants completed pre-and-post study questionnaires including open-ended questions targeting students’ shifts in their levels of cultural sensitivity and their most memorable activities during the short-term study abroad experience. Quantitative results suggest significant growth in students’ “cultural sensitivity” after participation in the study abroad program. Four major themes emerged from the qualitative data, including appreciation for cultural immersion and the novel, rewarding experiences students had while participating in the study abroad program. Implications of findings for educators and administrators are examined.

Heather R. Kennedy and Kieu Anh Do

ABSTRACT: Blended learning allows instructors to retain some face-to-face activities while integrating additional online components to meet demands of a new generation of learners. Yet student disengagement and isolation continue to present challenges to effective course design. Technology adaptation, specifically synchronous videoconferencing, can facilitate student engagement and promote social presence, both of which have been linked to various learning outcomes. There has been insufficient research on person-centered approaches to inquiry, specifically the roles of students (e.g., characteristics) in technology integration. This mixed methods study in a blended family science course explored students’ perceptions of contributions from videoconferencing with regard to social presence. Three profiles of students (i.e., receptive, ambivalent, and resistant) emerged in relation to technology integration and social presence. Quantitative results also found significant differences between these profiles on perceptions related to social presence.

Greg Brooks, Laynie Haley and Tim Spellings

ABSTRACT: Illness, death, and bereavement are present in every family’s story, yet not every undergraduate student has experienced them directly. Family Science instructors should seek creative ways to help students understand complex dynamics of families during these crises. That Dragon, Cancer is a narrative video game immerses users in the story of Joel Green and his family during their four-year battle with juvenile cancer. We present findings of a qualitative study of undergraduate students who played That Dragon, Cancer during a course module on death and bereavement. Participants reported that the game was a unique learning experience that illustrated course concepts effectively. We discuss possible barriers to the use of video games in the classroom and give recommendations for overcoming them.

Darin J. Knapp

ABSTRACT: Instructors frequently use case studies in teaching. These approaches have demonstrated effectiveness in student learning. With new emphasis on increasing student investment in the learning process in higher education, examining more effective uses of case studies in family science courses is important. The instructor of a senior-level undergraduate course in family science used a backward course design perspective to create a novel assignment using case study analysis. Students in an undergraduate family science class were assigned to write fictionalized case studies incorporating course content as an assessment of their knowledge instead of writing traditional summative research papers to demonstrate competency. The course instructor gathered student feedback specific to this assignment. Feedback was overwhelmingly positive, with 100% of participating students reporting it was an effective assignment for learning content and 92% reporting the assignment should be included in future versions of the course. Student response data yielded detailed, positive feedback about effective student learning and engagement. Considerations for using this approach to construct assignments are discussed, as are future directions for empirically examining this assignment.

Jessica Troilo

ABSTRACT: This qualitative project sought to understand how 53 Family Life Educators (FLEs) in a state in the Appalachian United States identified behaviors, outcomes, and challenges. FLEs identified four behaviors they believed were essential to their roles. They also identified challenges that were perceived to negatively impact their abilities to meet their reported expectations of being a family life educator. Their behaviors, outcomes, and challenges corresponded to the National Extension Parenting Educators’ Framework. The author used grounded theory methods to analyze the interview data. The FLEs who were interviewed identified their primary identity as the Effective FLE. Challenges interrupted FLEs abilities to be effective, but when FLEs were enacting the effective FLE identity they saw positive outcomes. A primary implication is that when FLEs engage in behaviors deemed essential, positive outcomes for parents and themselves are possible. Challenges, however, interrupt that process in a negative way.

Maike Klein, Julia M. Bernard, Christy Oaks and Janna Scarborough

ABSTRACT: This study aims at understanding students’ perspectives on a university response to a racial microaggression on campus. Responses were collected in the form of an online survey and analyzed using qualitative data analysis to identify themes from students’ perspectives. Insights on how students processed the incident were gathered. Although students were thankful for the university response, there is lingering concern for another incident and for how leadership will equip students to handle similar situations. The authors provide implications for educators.