{"title":"在大流行病中,不同类型的计算机科学入门学生转向在线课程的经历","authors":"L. Lyon, Colin Schatz, Emily Green","doi":"10.1177/00915521231182112","DOIUrl":null,"url":null,"abstract":"Research question: For students enrolling in introductory computer science classes at community colleges, how did they experience the class in an emergency remote teaching environment, particularly in contrast to in-person instruction at the start of the semester? Methods: Semi-structured interviews were conducted with 18 students from diverse backgrounds who were enrolled in introductory computer science at a community college in California during the first semester of online classes due to the COVID-19 pandemic. Grounded theory data analysis was conducted on the interview data. Results: Students’ overall educational trajectories were largely unchanged by the shift to emergency remote teaching. However, one crucial factor in many students’ learning experiences was the lack of a physical transition to the campus and a corresponding transition into a school or studying mode supported by physically gathering with other students and away from distractions at home. Experiences in the classroom were found less engaging by many, and virtual interactions were sometimes awkward. Students struggled to get individualized help from instructors and campus resources and to interact with peers. Conclusions/Contributions: Instructors and administrators in community colleges need to be aware that the loss of college campus spaces and embodied peer interactions may pose an especially large barrier to success for the population they serve. An important takeaway for instructors is that the modalities and tools employed in emergency remote teaching are experienced quite differently by different students, and that additional supports, such as videotaped classes and flexibility in due dates, can be key for students’ success.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Experiences of Diverse Introductory Computer Science Students Moving to Online Classes in a Pandemic\",\"authors\":\"L. Lyon, Colin Schatz, Emily Green\",\"doi\":\"10.1177/00915521231182112\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Research question: For students enrolling in introductory computer science classes at community colleges, how did they experience the class in an emergency remote teaching environment, particularly in contrast to in-person instruction at the start of the semester? Methods: Semi-structured interviews were conducted with 18 students from diverse backgrounds who were enrolled in introductory computer science at a community college in California during the first semester of online classes due to the COVID-19 pandemic. Grounded theory data analysis was conducted on the interview data. Results: Students’ overall educational trajectories were largely unchanged by the shift to emergency remote teaching. However, one crucial factor in many students’ learning experiences was the lack of a physical transition to the campus and a corresponding transition into a school or studying mode supported by physically gathering with other students and away from distractions at home. Experiences in the classroom were found less engaging by many, and virtual interactions were sometimes awkward. Students struggled to get individualized help from instructors and campus resources and to interact with peers. Conclusions/Contributions: Instructors and administrators in community colleges need to be aware that the loss of college campus spaces and embodied peer interactions may pose an especially large barrier to success for the population they serve. An important takeaway for instructors is that the modalities and tools employed in emergency remote teaching are experienced quite differently by different students, and that additional supports, such as videotaped classes and flexibility in due dates, can be key for students’ success.\",\"PeriodicalId\":46564,\"journal\":{\"name\":\"Community College Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2023-07-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Community College Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/00915521231182112\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Community College Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/00915521231182112","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Experiences of Diverse Introductory Computer Science Students Moving to Online Classes in a Pandemic
Research question: For students enrolling in introductory computer science classes at community colleges, how did they experience the class in an emergency remote teaching environment, particularly in contrast to in-person instruction at the start of the semester? Methods: Semi-structured interviews were conducted with 18 students from diverse backgrounds who were enrolled in introductory computer science at a community college in California during the first semester of online classes due to the COVID-19 pandemic. Grounded theory data analysis was conducted on the interview data. Results: Students’ overall educational trajectories were largely unchanged by the shift to emergency remote teaching. However, one crucial factor in many students’ learning experiences was the lack of a physical transition to the campus and a corresponding transition into a school or studying mode supported by physically gathering with other students and away from distractions at home. Experiences in the classroom were found less engaging by many, and virtual interactions were sometimes awkward. Students struggled to get individualized help from instructors and campus resources and to interact with peers. Conclusions/Contributions: Instructors and administrators in community colleges need to be aware that the loss of college campus spaces and embodied peer interactions may pose an especially large barrier to success for the population they serve. An important takeaway for instructors is that the modalities and tools employed in emergency remote teaching are experienced quite differently by different students, and that additional supports, such as videotaped classes and flexibility in due dates, can be key for students’ success.
期刊介绍:
The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.