Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course

Autor/inn/en	Spradley, Elizabeth; Spradley, R. Tyler
Titel	Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course
Quelle	In: Journal of Communication Pedagogy, 5 (2021), S.78-94 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Spradley, Elizabeth) ORCID (Spradley, R. Tyler)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2568
Schlagwörter	COVID-19; Pandemics; School Closing; Educational Technology; Creativity; Communications; Online Courses; Interpersonal Communication; Communication Research; Undergraduate Students; Research Methodology; Student Experience; Student Research; Essays; Barriers; Interviews; Attention; Participation; Goal Orientation; Qualitative Research; Statistical Analysis; Resources; Reflection + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Kreativität; Nachrichtenwesen; Online course; Online-Kurs; Interpersonale Kommunikation; Kommunikationsforschung; Research method; Forschungsmethode; Studienerfahrung; Studentenforschung; Essay; Aufsatzunterricht; Interviewing; Interviewtechnik; Aufmerksamkeit; Teilnahme; Zielorientierung; Zielvorstellung; Qualitative Forschung; Statistische Analyse; Betriebsmittel; Hilfsmittel
Abstract	The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the research team, contributed to negative perceptions of learner-centered goals. Implications explore how communication research methods pedagogy may achieve greater available, attentive, and learner/person-oriented goals through modeling, resourcing, reflexivity, and appreciation in online and offline course delivery to enhance shifts in communication pedagogy, whether voluntarily or involuntarily initiated by faculty. (As Provided).
Anmerkungen	Central States Communication Association. University of Montevallo, Department of Communication, 75 College Drive, Station 6625, Montevallo, AL 35115. e-mail: csca.ed@gmail.com; Web site: https://scholarworks.wmich.edu/jcp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01