Addressing students' emotional needs during the COVID-19 pandemic: a perspective on text versus video feedback in online environments.
Saved in:
| Title: | Addressing students' emotional needs during the COVID-19 pandemic: a perspective on text versus video feedback in online environments. |
|---|---|
| Authors: | Kaplan-Rakowski, Regina (AUTHOR) |
| Source: | Educational Technology Research & Development. Feb2021, Vol. 69 Issue 1, p133-136. 4p. |
| Subjects: | COVID-19 pandemic, Streaming video & television, Psychological feedback, Pandemics, Online education, Blended learning, COVID-19 |
| Abstract: | This paper reflects on the findings of Borup et al. (Educ Technol Res Dev 63:161–184, 2015) regarding the efficiency and affect of text and video feedback in the context of the rapid shift to online education due to the COVID-19 pandemic. Based on reports of diminished mental wellness, increased depression, and anxiety among learners and instructors, this paper offers ideas on how to apply the findings from Borup et al. (Educ Technol Res Dev 63:161–184, 2015) from a combination of practice, research, design, and inclusion perspectives to ensure emotional support, mental wellness, and social presence during times of crisis, even at the expense of efficiency of instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This paper reflects on the findings of Borup et al. (Educ Technol Res Dev 63:161–184, 2015) regarding the efficiency and affect of text and video feedback in the context of the rapid shift to online education due to the COVID-19 pandemic. Based on reports of diminished mental wellness, increased depression, and anxiety among learners and instructors, this paper offers ideas on how to apply the findings from Borup et al. (Educ Technol Res Dev 63:161–184, 2015) from a combination of practice, research, design, and inclusion perspectives to ensure emotional support, mental wellness, and social presence during times of crisis, even at the expense of efficiency of instruction. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10421629 |
| DOI: | 10.1007/s11423-020-09897-9 |
