"We Don't All Have the Privilege of Having Our Own Quiet Place": College Students in a Hispanic Serving Institution during the COVID-19 Pandemic

Autor/inn/en	Mshigeni, Salome; Arroyo-Romano, Jacqueline; Becerra, Monideepa
Titel	"We Don't All Have the Privilege of Having Our Own Quiet Place": College Students in a Hispanic Serving Institution during the COVID-19 Pandemic
Quelle	In: Journal of Latinos and Education, 21 (2022) 3, S.251-265 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mshigeni, Salome) ORCID (Arroyo-Romano, Jacqueline) ORCID (Becerra, Monideepa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2022.2056463
Schlagwörter	COVID-19; Pandemics; Hispanic American Students; Minority Serving Institutions; Barriers; Educational Technology; Electronic Learning; Educational Resources; Equal Education; Blended Learning; Asynchronous Communication; Empathy; In Person Learning; Faculty Workload; Student Attitudes + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Unterrichtsmedien; Bildungsmittel; Empathie; Schülerverhalten
Abstract	The COVID-19 pandemic has impacted nearly all aspects of daily life, including academic experiences for college students. While studies have highlighted the various barriers to virtual learning and with many institutions adopting a mix of synchronous and asynchronous options, there is limited evidence of what is ideal for students dealing with the ongoing challenges of the pandemic. This exploratory study uses mixed methods to assess the perception of college students on the type of virtual learning, their opportunities for engagement and expectations of post pandemic education at a Hispanic Serving Institution. The findings highlight emergent themes including resources, communication, empathy, workload, and academic-life balance. Students' voices recommend preference for hybrid as the most popular, synchronous courses over asynchronous, and suggest students' sense of empathy for faculty, their workload substantially increased than face-to-face instruction (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01