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Abstract Title: Undergraduate learning assistants and the transition to online learning
Abstract: The move to online teaching necessitated by the COVID-19 pandemic has had profound impacts on university teaching and learning. Learning Assistants (LAs), undergraduates who operate as both instructors and students, were doubly impacted by the transition. In the Spring of 2020, LAs were critical in maintaining a collaborative and inclusive learning environment during the sudden transition to online learning. To examine how LAs were affected by the transition, we conducted an exploratory case study of experienced LAs at [Redacted] University who were teaching in a flipped, introductory-level physics course. We explore the impact on them both as students and instructors. Through an analysis of semi-structured interviews, several common themes emerged. First, the loss of structure in the environment led to increased structure in other aspects of the LAs' life. Further, increased isolation led to a decrease in interaction between the teaching staff inside and outside of the classroom. As a result, LAs have had to develop new classroom management techniques to compensate for the changed environment. At the same time, the resources available to students have changed, often compounding existing challenges faced by the LAs. In this work, we will discuss the strategies developed by two experienced LAs to deal with the challenges of transitioning to an online environment. We hope this will enable further studies focusing on the impact of online teaching on physics identity building in LAs.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session 1 Room D
Poster Number: 1D-18

Author/Organizer Information

Primary Contact: Adam K. Anthony
Michigan State University
East Lansing, MI 48824
Co-Author(s)
and Co-Presenter(s)
K.J. Cook, MSU