Authors
- Elizabeth Sharp, Human Development & Family Sciences, Texas Tech University
- Erika Brooks-Hurst, Human Development & Family Sciences, Texas Tech University
- Paulina Velez-Gomez, Human Development & Family Sciences, Texas Tech University
- Dan Fang, Human Development & Family Sciences, Texas Tech University
- Debbie Nickles, Human Development & Family Sciences, Texas Tech University
- Tim Oblad, Human Development & Family Sciences, Texas Tech University
- Andrea Parker, Human Development & Family Sciences, Texas Tech University
- Stabdi Samtani, Human Development & Family Sciences, Texas Tech University
- Shu Yuan, Human Development & Family Sciences, Texas Tech University
Abstract
Technological advances have created a myriad of possibilities for university teaching, administration, and research. In particular, the internet makes it possible for teaching and meetings to occur when faculty and students are in different locations, and the use of such technologies has seen an unprecedented upsurge since the COVID-19 pandemic. In this paper, we explore a Family Science graduate seminar taught by an instructor 5000 miles away from the students (n= 7) and a teaching assistant (TA) who were in the same classroom. Using a feminist pedagogical framework, we examined students, the TA, and the instructor’s reactions, emotions, and experiences during a 15-week interactive video conferencing (IVC) seminar. Focusing on discussions in the context of IVC, we share benefits and challenges and offer recommendations for using IVC. This paper contributes to the timely dialogue about discussions and emotions in teaching synchronously online and explores the possibilities and limitations of IVC teaching.
