The Paradox of Closeness and Distance in a Family Science Interactive Video Conferencing Seminar: Lessons for Teaching in a Time of COVID-19 and Beyond
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| Title: | The Paradox of Closeness and Distance in a Family Science Interactive Video Conferencing Seminar: Lessons for Teaching in a Time of COVID-19 and Beyond |
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| Language: | English |
| Authors: | Elizabeth Sharp, Erika Brooks-Hurst, Paulina Velez-Gomez, Dan Fang, Debbie Nickles, Tim Oblad, Andrea Parker, Stabdi Samtani, Shu Yuan |
| Source: | Family Science Review. 2023 27(1). |
| Availability: | Family Science Association. 15 Hidden Valley Drive, Newark, DE 19711. Tel: 720-891-3575; e-mail: journal@familyscienceassociation.org; Web site: https://www.familyscienceassociation.org/familysciencereview/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Family and Consumer Sciences, Graduate Study, Seminars, Distance Education, COVID-19, Pandemics, Videoconferencing, Synchronous Communication, Interactive Video, Doctoral Programs |
| ISSN: | 1084-0524 2331-6780 |
| Abstract: | Technological advances have created a myriad of possibilities for university teaching, administration, and research. In particular, the internet makes it possible for teaching and meetings to occur when faculty and students are in different locations, and the use of such technologies has seen an unprecedented upsurge since the COVID-19 pandemic. In this paper, we explore a Family Science graduate seminar taught by an instructor 5000 miles away from the students (n= 7) and a teaching assistant (TA) who were in the same classroom. Using a feminist pedagogical framework, we examined students, the TA, and the instructor's reactions, emotions, and experiences during a 15-week interactive video conferencing (IVC) seminar. Focusing on discussions in the context of IVC, we share benefits and challenges and offer recommendations for using IVC. This paper contributes to the timely dialogue about discussions and emotions in teaching synchronously online and explores the possibilities and limitations of IVC teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1439917 |
| Database: | ERIC |
| Abstract: | Technological advances have created a myriad of possibilities for university teaching, administration, and research. In particular, the internet makes it possible for teaching and meetings to occur when faculty and students are in different locations, and the use of such technologies has seen an unprecedented upsurge since the COVID-19 pandemic. In this paper, we explore a Family Science graduate seminar taught by an instructor 5000 miles away from the students (n= 7) and a teaching assistant (TA) who were in the same classroom. Using a feminist pedagogical framework, we examined students, the TA, and the instructor's reactions, emotions, and experiences during a 15-week interactive video conferencing (IVC) seminar. Focusing on discussions in the context of IVC, we share benefits and challenges and offer recommendations for using IVC. This paper contributes to the timely dialogue about discussions and emotions in teaching synchronously online and explores the possibilities and limitations of IVC teaching. |
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| ISSN: | 1084-0524 2331-6780 |
