Navigating the New Normal
The importance of staying relevant when teaching communication and advertising courses is hardly a new concept nor is the use of modern and evolving technologies to achieve this goal. However, empirically assessing college students’ perceptions of online learning when it is a forced choice is an un...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of North Carolina Wilmington
2022-12-01
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| Series: | Journal of Effective Teaching in Higher Education |
| Subjects: | |
| Online Access: | http://jethe.org/index.php/jethe/article/view/287 |
| _version_ | 1797978489921470464 |
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| author | Clay Craig Andrea Bergstrom Mary E. Brooks Shannon Bichard |
| author_facet | Clay Craig Andrea Bergstrom Mary E. Brooks Shannon Bichard |
| author_sort | Clay Craig |
| collection | DOAJ |
| description |
The importance of staying relevant when teaching communication and advertising courses is hardly a new concept nor is the use of modern and evolving technologies to achieve this goal. However, empirically assessing college students’ perceptions of online learning when it is a forced choice is an underexplored area. To address this gap and consider the perspectives of diverse student populations, this paper analyzes data collected from a large communication class at a Hispanic serving institution. The purpose of this research is to better understand students’ perceptions of teaching technologies, class sizes, benefits and hindrances of online learning, preferred course delivery methods, social adaptations, and perceptions of how their university has handled the transition. Data revealed face-to-face courses were the most desired modality with no race or first-generation (FG) differences; however, gender differences were present. Class size impacted modality preference as well as preference for the inclusion of specific online tools. Additionally, a longitudinal comparison of student data between 2018 and 2020, before and after the onset of the global pandemic, revealed significant differences in student preparedness, faculty interaction, and institutional communication.
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| first_indexed | 2024-04-11T05:23:47Z |
| format | Article |
| id | doaj.art-5c210cb713e64580ae9a40c6b2a47495 |
| institution | Directory Open Access Journal |
| issn | 2578-7608 |
| language | English |
| last_indexed | 2024-04-11T05:23:47Z |
| publishDate | 2022-12-01 |
| publisher | University of North Carolina Wilmington |
| record_format | Article |
| series | Journal of Effective Teaching in Higher Education |
| spelling | doaj.art-5c210cb713e64580ae9a40c6b2a474952022-12-23T11:22:42ZengUniversity of North Carolina WilmingtonJournal of Effective Teaching in Higher Education2578-76082022-12-015210.36021/jethe.v5i2.287 Navigating the New Normal Clay Craig0Andrea Bergstrom1Mary E. Brooks 2Shannon Bichard3Texas State University Coastal Carolina UniversityWest Texas A&M University Texas Tech University The importance of staying relevant when teaching communication and advertising courses is hardly a new concept nor is the use of modern and evolving technologies to achieve this goal. However, empirically assessing college students’ perceptions of online learning when it is a forced choice is an underexplored area. To address this gap and consider the perspectives of diverse student populations, this paper analyzes data collected from a large communication class at a Hispanic serving institution. The purpose of this research is to better understand students’ perceptions of teaching technologies, class sizes, benefits and hindrances of online learning, preferred course delivery methods, social adaptations, and perceptions of how their university has handled the transition. Data revealed face-to-face courses were the most desired modality with no race or first-generation (FG) differences; however, gender differences were present. Class size impacted modality preference as well as preference for the inclusion of specific online tools. Additionally, a longitudinal comparison of student data between 2018 and 2020, before and after the onset of the global pandemic, revealed significant differences in student preparedness, faculty interaction, and institutional communication. http://jethe.org/index.php/jethe/article/view/287pedagogyCOVID-19surveydiversityonline learning |
| spellingShingle | Clay Craig Andrea Bergstrom Mary E. Brooks Shannon Bichard Navigating the New Normal Journal of Effective Teaching in Higher Education pedagogy COVID-19 survey diversity online learning |
| title | Navigating the New Normal |
| title_full | Navigating the New Normal |
| title_fullStr | Navigating the New Normal |
| title_full_unstemmed | Navigating the New Normal |
| title_short | Navigating the New Normal |
| title_sort | navigating the new normal |
| topic | pedagogy COVID-19 survey diversity online learning |
| url | http://jethe.org/index.php/jethe/article/view/287 |
| work_keys_str_mv | AT claycraig navigatingthenewnormal AT andreabergstrom navigatingthenewnormal AT maryebrooks navigatingthenewnormal AT shannonbichard navigatingthenewnormal |