Community, Communication, and Student Voice: Student Needs in Distance Learning

• In Event: Student Sociopolitical Learning, Activism, and Voice During Times of Turmoil

Abstract

Purpose
The rapid escalation of COVID-19 rushed educators into distance learning. In an urban western school district (WSD) the transition to distance learning prioritized academics. Through a case study of student members of the Action Civics Program (ACP) of WSD, we sought to understand students' experience during distance learning.

Perspective
Maslow’s (1970) hierarchy of need was used as a theoretical frame for this study. Maslow described human needs as physiological, safety, belonging, esteem, and self-actualization with satisfaction of basic needs a prerequisite to meeting advanced needs. In the shift to distance learning WSD continued providing school meals (physiological need) and closed schools (physical safety). Unfortunately, WSD did not address belonging or esteem and prioritized learning (self-actualization).

Method
We utilized a case study methodology to examine the experiences of a bounded group of individuals (students members of the ACP) and to describe a case that requires more detailed investigation (Yin, 2014). Through ACP over 250 students from 22 schools across WSD participate in student teams to identify an equity issue in their school, conduct original research, and propose a policy solution to school leaders. For this case study the researchers conducted virtual observations and student interviews at six ACP sites (including their leadership board composed of student representatives from all ACP teams). Researchers used fieldnotes to capture a description of events, direct quotes from participants, and student text messages during 14 team observations. A total of 16 students were also interviewed.

Data analysis consisted of three stages. In stage one the researchers reviewed field notes and interviews to identify quotes or descriptions of student experiences related to distance learning. Initial codes were developed based on participants' descriptions. In the second round similar codes were consolidated and the major theme of student needs was developed from the codes of community, communication, and student voice. In the final stage data was disaggregated to assure the data accurately represented all student participants. No differences were noted based on student race and gender.

Results
Student participants described the need for community, improved communication with educators, and for student voice in decision making during distance learning. In terms of their desire for community students described feeling isolated and the need for connections with peers and educators. Students also described the need for improved communication with educators; calling for educators to be more proactive in communicating with students and being less judgmental in discussing student concerns. Finally, students argued for student voice in decision making because of their expertise in the school experience or being those most impacted by administrative decisions.

Significance
Distance learning is likely to be a recurring experience in schools. The case of distance learning in WSD highlights the importance of educators addressing students’ need for belonging (sense of community) and esteem (through respect and recognition of student voice). By understanding students’ needs for community, communication, and student voice, districts might be better positioned to help youth engage in distance learning.

Author

• Carlos Porfirio Hipolito-Delgado, University of Colorado - Denver