I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic

  1. Cristine Donham
  2. Hillary A. Barron
  3. Jourjina Subih Alkhouri
  4. Maya Changaran Kumarath
  5. Wesley Alejandro
  6. Erik Menke
  7. Petra Kranzfelder

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Abstract

Background

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 social presence , teaching presence , and/or cognitive presence as well as how these supports and barriers relate to scaffolding in STEM courses.

Results

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.

Conclusions

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.

Article activity feed

  1. Version published to 10.1186/s40594-022-00335-1
  2. ScreenIT

    SciScore for 10.1101/2021.06.21.449058: (What is this?)

    Please note, not all rigor criteria are appropriate for all manuscripts.

    Table 1: Rigor

    EthicsIRB: Recruitment: The study was approved by the Human Subjects Committee of the University of California Merced’s Institutional Review Board (IRB) (Protocol ID UCM2020-3).
    Sex as a biological variablenot detected.
    Randomizationnot detected.
    Blindingnot detected.
    Power Analysisnot detected.
    Cell Line AuthenticationAuthentication: Expert feedback panelists were then allowed to ask questions prior to a short content validation.

    Table 2: Resources

    No key resources detected.

    Results from OddPub: We did not detect open data. We also did not detect open code. Researchers are encouraged to share open data when possible (see Nature blog).

    Results from LimitationRecognizer: An explicit section about the limitations of the techniques employed in this study was not found. We encourage authors to address study limitations.

    Results from TrialIdentifier: No clinical trial numbers were referenced.

    Results from Barzooka: We did not find any issues relating to the usage of bar graphs.

    Results from JetFighter: We did not find any issues relating to colormaps.

    Results from rtransparent:
    • Thank you for including a conflict of interest statement. Authors are encouraged to include this statement when submitting to a journal.
    • Thank you for including a funding statement. Authors are encouraged to include this statement when submitting to a journal.
    • No protocol registration statement was detected.

    Results from scite Reference Check: We found no unreliable references.

    About SciScore

    SciScore is an automated tool that is designed to assist expert reviewers by finding and presenting formulaic information scattered throughout a paper in a standard, easy to digest format. SciScore checks for the presence and correctness of RRIDs (research resource identifiers), and for rigor criteria such as sex and investigator blinding. For details on the theoretical underpinning of rigor criteria and the tools shown here, including references cited, please follow this link.

  3. Version published to 10.1101/2021.06.21.449058v1 on bioRxiv