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Abstract BackgroundDue 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 ofsocial presence,teaching presence, and/orcognitive presenceas well as how these supports and barriers relate toscaffoldingin STEM courses. ResultsInstructors 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. ConclusionsTogether, 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.
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Students' technological ambivalence toward online proctoring and the need for responsible use of educational technologies
Abstract BackgroundCOVID‐19 has led to an unprecedented increase in the use of technology for teaching and learning in higher education institutions (HEIs), including in engineering, computing, and technology programs. Given the urgency of the situation, technologies were often implemented with a short‐term rather than long‐term view. PurposeIn this study, we investigate students' perceptions of the use of video‐based monitoring (VbM) for proctoring exams to better assess its impact on students. We leverage technological ambivalence as a framing lens to analyze students' experiences and perceptions of using VbM and draw implications for responsible use of educational technology. MethodQualitative data were collected from students using focus group interviews and discussion board assignments and analyzed inductively to understand students' experiences. FindingsWe present a framework of how a technological shift of existing practice triggered ambivalence that manifested itself as a sustained negative outlook among students regarding the use of VbM, as well as their institution and instructors. Students accepted the inevitability of the technology but were unconvinced that the benefits of VbM outweighed its risks. ConclusionsAs instructors use educational technologies that are inherently driven by user data and algorithms that are not transparent, it is imperative that they are attentive to the responsible use of technology. To educate future engineers who are ethically and morally responsible, engineering educators and engineering institutions need to exhibit that behavior in their own practices, starting with their use of educational technologies.
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- PAR ID:
- 10393995
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Journal of Engineering Education
- Volume:
- 112
- Issue:
- 1
- ISSN:
- 1069-4730
- Page Range / eLocation ID:
- p. 221-242
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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