COVID-19 – Family Science Association

Student Perspectives on Supportive Approaches to Student Learning and Well-Being: A Mixed-Methods Case Study of Lessons Learned Pre- and Post- COVID-19

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.

Back to the Educational Future: A Marketing-Oriented Approach to Promote Distributed Learning

DOI: 10.26536/KHDX6784

Authors

Ofer Zellermayer, Ph.D., Ono Academic College
Yaniv Gvili, Ph.D., Ono Academic College
Alona Forkosh-Baruch, Ph.D., Levinsky College of Education

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Abstract

The COVID-19 pandemic has been devastating in terms of the loss of human lives, damage to the economy, and upheavals in the fabric of society. It has also drastically impacted higher education and academic institutions throughout the world. This article analyzes the impact of the pandemic on the higher education industry and its stakeholders; namely, its institutions, faculty, and students. Then, a marketing-oriented approach is applied to suggest remedies for some of the key pedagogical issues associated with distance learning that have plagued educators during this period. It is argued that higher education can recover and prosper if educators see this era as an opportunity for positive change. Implications for higher education and family science are discussed.