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Abstract Title: Understanding the student experience with emergency remote teaching
Abstract: In response to the COVID-19 pandemic, colleges and universities transitioned in-person instruction to a new modality we refer to as `emergency remote teaching' (ERT). As many instructors may be facing this same format in future semesters, and in response to future emergency events, it is important to understand the student experience with ERT in order to inform recommendations and best practices that can be used to improve instruction.  In this manuscript, we report on preliminary findings from a survey administered to physics students to gain both qualitative and quantitative feedback on what approaches to ERT are being used as well as which were perceived as most effective at supporting student learning.  Here, we present four initial themes relating to: interactivity and student motivation; lecture format; exam format; and new challenges experienced by students as a result of ERT.  These findings have significant implications for instructors with respect to optimizing ERT.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: 3.G2
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Bethany Wilcox
University of Colorado Boulder
Boulder, CO 80302
Phone: 9704125014
and Co-Presenter(s)
Michael Vignal, University of Colorado Boulder