Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19
The coronavirus pandemic severely disrupted college students’ learning experiences. A growing body of research is attempting to examine the impact of faculty efforts to support students during this difficult time. However, different outcomes measures might lead to varying inferences about the impact...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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Online Learning Consortium
2023-09-01
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| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3214 |
| _version_ | 1827360104878440448 |
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| author | Quentin Charles Sedlacek Lily Amador Emily Beasley Krysta Malech Viviana Vigil Heather Haeger Corin V Gray Corin D Slown |
| author_facet | Quentin Charles Sedlacek Lily Amador Emily Beasley Krysta Malech Viviana Vigil Heather Haeger Corin V Gray Corin D Slown |
| author_sort | Quentin Charles Sedlacek |
| collection | DOAJ |
| description | The coronavirus pandemic severely disrupted college students’ learning experiences. A growing body of research is attempting to examine the impact of faculty efforts to support students during this difficult time. However, different outcomes measures might lead to varying inferences about the impact of instructors’ adaptations to their pedagogy. We explore this potential for varying inferences through a mixed-methods study of 11 courses taught at a Hispanic-Serving Institution in the United States in Spring 2020. First, using qualitative analytical methods, we identify five types of instructional adaptations made by faculty. Second, we use quantitative methods to uncover associations between these instructional adaptations and a variety of course outcome measures. While all of these instructional adaptations were perceived as beneficial by students, only one--ensuring access to instructor time--was significantly correlated with students’ reported motivational and personal gains from their coursework. However, only a different adaptation—ensuring access to class resources—was significantly correlated with reduced equity gaps measured through course grades. We discuss the implications of these findings for researchers, practitioners, and policymakers.
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| first_indexed | 2024-03-08T06:41:58Z |
| format | Article |
| id | doaj.art-289ad18948bf4bfb9e0ab48d8e506b8b |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:41:58Z |
| publishDate | 2023-09-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-289ad18948bf4bfb9e0ab48d8e506b8b2024-02-03T08:36:24ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302023-09-0127310.24059/olj.v27i3.3214Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19Quentin Charles Sedlacek0Lily Amador1Emily Beasley2Krysta Malech3Viviana Vigil4Heather Haeger5Corin V Gray6Corin D Slown7Southern Methodist UniversityCalifornia State University Monterey BayCalifornia State University Monterey BayCalifornia State University Monterey BayCalifornia State University Monterey BayUniversity of ArizonaCalifornia State University Monterey BayCalifornia State University Monterey BayThe coronavirus pandemic severely disrupted college students’ learning experiences. A growing body of research is attempting to examine the impact of faculty efforts to support students during this difficult time. However, different outcomes measures might lead to varying inferences about the impact of instructors’ adaptations to their pedagogy. We explore this potential for varying inferences through a mixed-methods study of 11 courses taught at a Hispanic-Serving Institution in the United States in Spring 2020. First, using qualitative analytical methods, we identify five types of instructional adaptations made by faculty. Second, we use quantitative methods to uncover associations between these instructional adaptations and a variety of course outcome measures. While all of these instructional adaptations were perceived as beneficial by students, only one--ensuring access to instructor time--was significantly correlated with students’ reported motivational and personal gains from their coursework. However, only a different adaptation—ensuring access to class resources—was significantly correlated with reduced equity gaps measured through course grades. We discuss the implications of these findings for researchers, practitioners, and policymakers. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3214COVID-19online learningemergency remote teachingequity |
| spellingShingle | Quentin Charles Sedlacek Lily Amador Emily Beasley Krysta Malech Viviana Vigil Heather Haeger Corin V Gray Corin D Slown Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19 Online Learning COVID-19 online learning emergency remote teaching equity |
| title | Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19 |
| title_full | Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19 |
| title_fullStr | Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19 |
| title_full_unstemmed | Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19 |
| title_short | Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19 |
| title_sort | two stories to tell different student outcome measures correlate with different instructor adaptations to covid 19 |
| topic | COVID-19 online learning emergency remote teaching equity |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3214 |
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