Pandemic Pedagogy: Elements of Online Supportive Course Design-Reference-Cited by-同舟云学术

Pandemic Pedagogy: Elements of Online Supportive Course Design

Published:2021 Issue: Volume:5 Page:95-114
ISSN:2578-2568
Container-title:Journal of Communication Pedagogy
language:en
Short-container-title:JCP

Author:

Brophy Nate¹^ORCID,Broeckelman-Post Melissa¹^ORCID,Nordin Karin¹^ORCID,Miller Angela¹,Buehl Michelle¹^ORCID,Vomund Jeff¹^ORCID

Affiliation:

1. George Mason University

Abstract

The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote instruction (ERI) due to COVID-19, as well as to use those items to develop the Online Supportive Course Design (OSCD) measure. By asking students to rate their course with the easiest transition and hardest transition to emergency remote instruction, this study identified which structural elements were most important for supporting students during the transition. Using exploratory and confirmatory factor analyses, a seven-item measure was developed to operationalize OSCD, and initial validity was established by examining the relationships between OSCD, autonomy support, and teacher competence. Finally, practical implications for university faculty and areas for future research are discussed.

Publisher

Central States Communication Association

Subject

General Medicine

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