Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course

The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then trans...

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Autores principales:	Elizabeth L. Spradley, R. Tyler Spradley
Formato:	article
Lenguaje:	EN
Publicado:	Central States Communication Association 2021
Materias:	chaos theory instructional communicaiton improvisation pandemic pedagogy qualitative methods reflexivity Communication. Mass media P87-96 Education L
Acceso en línea:	https://doaj.org/article/a24d66d014d94b77952cb09d9eb9abbe
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spelling	oai:doaj.org-article:a24d66d014d94b77952cb09d9eb9abbe2021-11-05T21:08:31ZReflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course10.31446/JCP.2021.2.112640-45242578-2568https://doaj.org/article/a24d66d014d94b77952cb09d9eb9abbe2021-10-01T00:00:00Zhttps://scholarworks.wmich.edu/jcp/vol5/iss1/11/https://doaj.org/toc/2640-4524https://doaj.org/toc/2578-2568The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the research team, contributed to negative perceptions of learner-centered goals. Implications explore how communication research methods pedagogy may achieve greater available, attentive, and learner/person-oriented goals through modeling, resourcing, reflexivity, and appreciation in online and offline course delivery to enhance shifts in communication pedagogy, whether voluntarily or involuntarily initiated by faculty.Elizabeth L. SpradleyR. Tyler SpradleyCentral States Communication Associationarticlechaos theoryinstructional communicaitonimprovisationpandemic pedagogyqualitative methodsreflexivityCommunication. Mass mediaP87-96EducationLENJournal of Communication Pedagogy, Vol 5, Pp 78-94 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	chaos theory instructional communicaiton improvisation pandemic pedagogy qualitative methods reflexivity Communication. Mass media P87-96 Education L
spellingShingle	chaos theory instructional communicaiton improvisation pandemic pedagogy qualitative methods reflexivity Communication. Mass media P87-96 Education L Elizabeth L. Spradley R. Tyler Spradley Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course
description	The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the research team, contributed to negative perceptions of learner-centered goals. Implications explore how communication research methods pedagogy may achieve greater available, attentive, and learner/person-oriented goals through modeling, resourcing, reflexivity, and appreciation in online and offline course delivery to enhance shifts in communication pedagogy, whether voluntarily or involuntarily initiated by faculty.
format	article
author	Elizabeth L. Spradley R. Tyler Spradley
author_facet	Elizabeth L. Spradley R. Tyler Spradley
author_sort	Elizabeth L. Spradley
title	Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course
title_short	Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course
title_full	Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course
title_fullStr	Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course
title_full_unstemmed	Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course
title_sort	reflexivity and practice in covid-19: qualitative analysis of student responses to improvisation in their research methods course
publisher	Central States Communication Association
publishDate	2021
url	https://doaj.org/article/a24d66d014d94b77952cb09d9eb9abbe
work_keys_str_mv	AT elizabethlspradley reflexivityandpracticeincovid19qualitativeanalysisofstudentresponsestoimprovisationintheirresearchmethodscourse AT rtylerspradley reflexivityandpracticeincovid19qualitativeanalysisofstudentresponsestoimprovisationintheirresearchmethodscourse
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Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course

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