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Lessons from Listening to Students during the COVID-19 Pandemic: Using Self-Determination Theory to Contextualize Course Evaluations and Best Practices for Online Teaching

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Conference

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Location

Virtual

Publication Date

April 23, 2021

Start Date

April 23, 2021

End Date

April 25, 2021

Tagged Topic

Diversity

Page Count

16

Permanent URL

https://peer.asee.org/38239

Download Count

23

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Paper Authors

biography

Harly Ramsey University of Southern California

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Dr. Harly Ramsey has over 20 years teaching experience. She has taught in USC’s English Department, the Dornsife Writing Program, and currently in the Engineering Writing Program as a Senior Lecturer. She has taught both undergraduates and graduate students; currently her primary teaching assignment is upper-division Advanced Communication for Engineers. Her teaching is grounded in active learning strategies, theories of learning, and self-determination theory. Her most recent scholarship applies this theoretical basis to inform the use of new media in the writing classroom and the gamification of learning in higher education.

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Abstract

Lessons from Listening to Students: Integrating Student Feedback with Best Practices for Effective Online Teaching during the Pandemic

This paper examines the intersection of best practices for effective online teaching from pre-pandemic scholarship with student feedback on teaching effectiveness during the pandemic. Pre-pandemic online teaching best practices addressed cognitive load, knowledge acquisition, synchronous and asynchronous instruction, and the online environment, among many other salient topics. However, pre-pandemic online teaching catered to a distinct audience, specifically an audience that intentionally chose to the benefits and drawbacks of online learning over the benefits and drawbacks of in-person learning. During the pandemic, students had no choice regarding online learning; in fact, the vast majority of them were expecting and hoping for in-person versions of their classes. In other words, not only is the student demographic profile different for the students examined regarding pre-pandemic online instruction than for the students during the pandemic online shift, their motivations for and needs from online learning would be different. This paper explores these points of difference and focuses on productively identifying points of contact. These points of contact can enrich both online instruction and in-person instruction moving forward to post-pandemic teaching.

Ramsey, H. (2021, April), Lessons from Listening to Students during the COVID-19 Pandemic: Using Self-Determination Theory to Contextualize Course Evaluations and Best Practices for Online Teaching Paper presented at 2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption", Virtual. https://peer.asee.org/38239

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