- Adam Clark, Human Development and Family Science, University of Arizona
- Darin Knapp, Human Development and Family Science, University of Arizona
- Tim Ottusch, Human Development and Family Science, University of Arizona
- Linda Pallock, Human Development and Family Science, University of Arizona
Note. The authors are listed in alphabetical order and contributed equally to this work.
Abstract
The COVID-19 pandemic brought unprecedented change to higher education. The current study used a mixed-methods case study design to gather the perspectives of 120 Family Science students on teaching practices and policies they found beneficial to their learning and overall well-being during COVID-19 that they reported wanting to see continued upon the return to in-person classes. The main findings from both the quantitative and qualitative responses were that students liked lectures to be recorded so they could watch them if they missed class or re-watch them when studying, and also liked being able to take exams online with some flexibility around when they took them. Students felt that organized course delivery systems and clear communication from supportive instructors contributed to their learning. Students also stated they felt less stressed when their instructors were aware that they had lives outside the classroom and provided some flexibility in those circumstances.
