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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
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
FullText Text:
  Availability: 0
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  Data: 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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  Data: 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/
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  Data: 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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      – Text: English
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      – SubjectFull: Family and Consumer Sciences
        Type: general
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