CPEP Brown Bag: Sharlyn Ferguson
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What worked? Emergency remote teaching associated with high schoolers’ greater engagement and affect during the COVID-19 pandemic
Paul R. Pintrich Annual Colloquium
Wednesday, November 3
12:00–1:00 p.m.
The spread of COVID-19 caused a rapid shift to remote learning which upended traditional pedagogy and curriculum for teachers and students alike, exposing an open area of inquiry between educational technology and the field of education: how do we best motivate and engage students in learning when they are now behind a screen? As the demand for more and better online and distance learning options within K-12 contexts continues to grow (Barbour & Reeves, 2020; Dhawan, 2020; Wang, 2021), teachers’ experimentation with a wide variety of online teaching pedagogies and tools throughout the COVID-19 pandemic grants education researchers a unique opportunity to examine those which best retained students’ interest and enjoyment in learning even after unexpectedly shifting to remote. In this talk, I identify the most common styles of emergency remote teaching which 206 U.S. high school students experienced after transitioning to remote learning at the onset of the COVID-19 pandemic, and further, which of these styles related to more greatly engaged and happier students during COVID. I conclude with a discussion of the implications for future teaching and learning in online environments specifically in relation to emergency remote teaching (ERT) frameworks.
With Sharyln Ferguson
Doctoral Candidate
Combined Program in Education and Psychology
University of Michigan, Ann Arbor
