Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19
2. Literature Review
2.1. Crisis Management and Reaction in Higher Education
2.2. Higher Education Rapid Response and Adaptation to Crisis
2.3. Importance of Frequent and Transparent Communication
2.4. Issues of Equity When Transitioning to Emergency Remote Teaching
2.5. Faculty and Students Showing Compassion and Care During Crisis
2.6. Emergency Remote Teaching during COVID-19
3.2. Case Study Context
3.2.1. University Response to COVID-19
3.2.2. IntE’s Response to COVID-19 and ERT
3.2.3. GENG 294: “An Integrated Approach to Energy” Response to COVID-19 and ERT
3.3. Researcher Position in the Case
3.4. Participants and Recruitment
3.5. Interview Procedure
3.6. Ethics in Data Collection and Analysis Procedures
3.7. Data Analysis
4.1. Challenges with Remote Learning
“I’ve noticed, the homeworks, even for the energy class, have increased in length. And I don’t know if that was originally planned and that was just going to happen anyway or if that’s a result of the online stuff. But the kind of way that’s kind of worked out isn’t ideal. I noticed a very similar thing with all the other classes. Even when maybe a project at end of the school year is cut off, that percentage of our grade, instead of just them kind of taking that out, they’re like, “Oh, well, we have to still add that in somewhere.” And so that stress really doesn’t go anywhere. They’re still adding to the pile.”
“I think in some of my other classes, both labs, they just take longer because you can’t ask professors for help in class. Just figuring stuff out yourself. Like my Circuits lab takes almost twice as long now that we’re just trying to grind it out and figure everything out for ourselves. And I’m sure we’re learning better, but it’s just like I have a lot less free time. Yeah. So, it does feel like stuff takes longer but I have a feeling they’re the same assignments, we just don’t have the same kind of help.”
4.2. Compassionate Flexibility of Faculty
“Overall, I think, [SML] and [GDH], they’ve done a good job … the breakout rooms were really helpful because it was just more interactive and helped me be not as distracted. Whereas, in my other classes, it’s just a bunch of students watching a video.”
“I know a lot of professors have been more lenient with due dates and stuff, which has really been nice. And a lot of professors that I currently have are very flexible with office hours. If you want to talk about something, you can just email them and then just have a more of a private date if needed.”
“I really value how [GDH], [SML], and I’m sure a lot of the faculty, have been really responsive and really emphasizing on student feedback and asking how we’re doing and seeing what they can do for us. And I think that’s something that’s really important right now with our difficult transition.”
4.3. Student Self-Discipline
“So, I was already big on Google calendar. As soon as I get assigned a homework assignment, I put it as a mark in my Google calendar. And I’ve just been doing that way more forward than I usually like to. […] I’ve been just taking the opportunity to try and learn better time management skills, especially with working in sequence with doing college. It’s been a big experiment in how far I can push my time management skills.”
“I mean, think the webcam being on definitely. It just kind of makes you feel a little more present because when my webcam’s off, it’s just way easier to just go on my phone, but when my webcam’s on, it’s awkward to be on your phone in front of the professor. […] I’ve noticed that just when I have mine on, not only do I learn better, but it’s just easier to stay focused and I guess also be respectful to the professor because you have no idea what’s happening when I do this.”
“I think they’ve been very helpful. I mean, we’re all kind of in it together, so yeah, the faculty have been helpful. They’re just really understanding and trying to help us get the best we can, the best education we can out of this situation, which it makes sense. I totally understand. Yeah, but they’re helpful and understanding, and I realize that they’re going through the same thing too.”
4.4. Gendered Response to ERT
“I just wish there was a little bit more lenience because if my mom does get sick, what am I going to do? I’m going to have to take care of her. My dad doesn’t live with us, so I don’t want him getting sick either if he comes over.”
“I’m at home. I’m safe. I’m healthy. And my family is healthy. And so, I think that that is the most important thing for sure. Being at home, a lot of people make it seem like you have more free time now that we’re quarantined. That’s not true. I don’t. I think I even have less now. I’m cooking a lot for my family as my mom works […] And so she’s been working 24/7, on calls 24/7, working her butt off, working on the weekends. And it’s been challenging. So, I’ve been there to support her the best I can.”
5.1. Challenges with ERT
5.2. The Importance of Effective Communication
5.3. Compassion and Care
5.4. Student Motivation and Autonomy
6. Conclusions and Implications
Conflicts of Interest
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|James||M||Did not disclose|
|Lexie||F||Did not disclose|
|Raymond||M||Did not disclose|
|Tito||M||Did not disclose|
|Challenge||Student Adaptation||Student Adaptation Examples||Faculty Support||Faculty Support Examples|
|Increased Workload||Self-Discipline: Time Management||Making and following a schedule, keeping busy, getting work done right away, time batching.||Showing Compassion and Empathy (e.g., Flexibility)||Begin ERT with lessons that help students develop time management (and digital literacy) skills, adjust expectations and provide leniency, remove time pressures from assessment, make accommodations (e.g., P/F grading), increase the accessibility of course content (e.g., synchronous and asynchronous).|
|Inconducive Learning Environment||Self-Discipline: Being “Present” and Setting Boundaries||Going through the motions of face-to-face instruction, getting out of bed, attending class synchronously, turning on webcam, choosing to interact in class, working in peer groups, removing distractions, putting phone in another room while attending virtual class, setting clear boundaries.||Adjusting Pedagogy||Increase online teaching proficiency, increase teacher and student social presence in the virtual classroom, be adaptable by using virtual tools to interact in real time with students (e.g., Slack, Google Docs), use available active learning methods (e.g., polls, breakout rooms, requiring student interaction).|
|Miscommunication||Having Compassion for Others||Understanding that others were affected by the crisis, being more forgiving or lenient, knowing that everyone is in this together.||Clear and Frequent Communication||Survey students about resource needs, provide avenues for students to bring up issues, reach out to students, provide timely and transparent information, connect students to resources, be more accessible to students (e.g., Slack, Zoom office hours).|
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Gelles, L.A.; Lord, S.M.; Hoople, G.D.; Chen, D.A.; Mejia, J.A. Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19. Educ. Sci. 2020, 10, 304. https://doi.org/10.3390/educsci10110304
Gelles LA, Lord SM, Hoople GD, Chen DA, Mejia JA. Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19. Education Sciences. 2020; 10(11):304. https://doi.org/10.3390/educsci10110304Chicago/Turabian Style
Gelles, Laura A., Susan M. Lord, Gordon D. Hoople, Diana A. Chen, and Joel Alejandro Mejia. 2020. "Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19" Education Sciences 10, no. 11: 304. https://doi.org/10.3390/educsci10110304