Pandemic Pedagogy: Elements of Online Supportive Course Design

The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote teaching 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 cour...

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Autores principales:	Nate S. Brophy, Melissa Broeckelman-Post, Karin Nordin, Angela D. Miller, Michelle M. Buehl, Jeff Vomund
Formato:	article
Lenguaje:	EN
Publicado:	Central States Communication Association 2021
Materias:	instructional communication emergency remote teaching online supportive course design teacher competency pandemic pedagogy Communication. Mass media P87-96 Education L
Acceso en línea:	https://doaj.org/article/dbb98c49157e4f89b8569c16404e7ac9
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id	oai:doaj.org-article:dbb98c49157e4f89b8569c16404e7ac9
record_format	dspace
spelling	oai:doaj.org-article:dbb98c49157e4f89b8569c16404e7ac92021-11-05T21:05:01ZPandemic Pedagogy: Elements of Online Supportive Course Design10.31446/JCP.2021.2.122640-45242578-2568https://doaj.org/article/dbb98c49157e4f89b8569c16404e7ac92021-10-01T00:00:00Zhttps://scholarworks.wmich.edu/jcp/vol5/iss1/12/https://doaj.org/toc/2640-4524https://doaj.org/toc/2578-2568The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote teaching 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 teaching, 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.Nate S. BrophyMelissa Broeckelman-PostKarin NordinAngela D. MillerMichelle M. BuehlJeff VomundCentral States Communication Associationarticleinstructional communicationemergency remote teachingonline supportive course designteacher competencypandemic pedagogyCommunication. Mass mediaP87-96EducationLENJournal of Communication Pedagogy, Vol 5, Pp 95-114 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	instructional communication emergency remote teaching online supportive course design teacher competency pandemic pedagogy Communication. Mass media P87-96 Education L
spellingShingle	instructional communication emergency remote teaching online supportive course design teacher competency pandemic pedagogy Communication. Mass media P87-96 Education L Nate S. Brophy Melissa Broeckelman-Post Karin Nordin Angela D. Miller Michelle M. Buehl Jeff Vomund Pandemic Pedagogy: Elements of Online Supportive Course Design
description	The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote teaching 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 teaching, 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.
format	article
author	Nate S. Brophy Melissa Broeckelman-Post Karin Nordin Angela D. Miller Michelle M. Buehl Jeff Vomund
author_facet	Nate S. Brophy Melissa Broeckelman-Post Karin Nordin Angela D. Miller Michelle M. Buehl Jeff Vomund
author_sort	Nate S. Brophy
title	Pandemic Pedagogy: Elements of Online Supportive Course Design
title_short	Pandemic Pedagogy: Elements of Online Supportive Course Design
title_full	Pandemic Pedagogy: Elements of Online Supportive Course Design
title_fullStr	Pandemic Pedagogy: Elements of Online Supportive Course Design
title_full_unstemmed	Pandemic Pedagogy: Elements of Online Supportive Course Design
title_sort	pandemic pedagogy: elements of online supportive course design
publisher	Central States Communication Association
publishDate	2021
url	https://doaj.org/article/dbb98c49157e4f89b8569c16404e7ac9
work_keys_str_mv	AT natesbrophy pandemicpedagogyelementsofonlinesupportivecoursedesign AT melissabroeckelmanpost pandemicpedagogyelementsofonlinesupportivecoursedesign AT karinnordin pandemicpedagogyelementsofonlinesupportivecoursedesign AT angeladmiller pandemicpedagogyelementsofonlinesupportivecoursedesign AT michellembuehl pandemicpedagogyelementsofonlinesupportivecoursedesign AT jeffvomund pandemicpedagogyelementsofonlinesupportivecoursedesign
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Pandemic Pedagogy: Elements of Online Supportive Course Design

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