Literaturnachweis - Detailanzeige
| Autor/inn/en | Holtzman, Mellisa; Whitehead, Ellen; Welch, Ayrlia |
|---|---|
| Titel | Adjusting Class Policies amid a Pandemic: How Lessons Learned during COVID-19 Can Help Faculty Prepare for Other Institution-Wide Crises |
| Quelle | In: Teaching & Learning Inquiry, 11 (2023), (14 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2167-4779 |
| Schlagwörter | Educational Change; Educational Policy; COVID-19; Pandemics; College Faculty; Classroom Techniques; Assignments; Attendance; Academic Achievement; Teacher Attitudes; Teaching Experience |
| Abstract | Research consistently suggests that student learning is maximized when faculty balance stringency and leniency in their classroom policies. However, the COVID-19 crisis raised an important question: In the face of a wide-scale crisis, should faculty instead adopt forgiving policies? This study uses interview data with 43 university faculty across the United States to examine policy adjustments made in response to COVID-19, as well as the impact faculty felt those adjustments had on course learning objectives. Results suggest that even amid a widescale crisis, balancing leniency and stringency offers benefits to both students and instructors. Implications for future crisis-response and crisis-preparedness are also discussed. (As Provided). |
| Anmerkungen | University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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