Critical Reflections of Virtual Engagement Strategies: Perspectives From Teaching Assistants

• In Event: AERA Roundtable Session 7
  In Roundtable Session: The Promise: Promoting Belonging and Enhancing Student Outcomes

Abstract

More than a year into transitioning to remote learning due to COVID-19, fostering student engagement online continues to be challenging. This study focuses on teaching assistants, who play a critical role in undergraduates’ learning experiences, as they learned to adapt their pedagogy to meet the needs of students online. Using student feedback and introspective critical reflections, the data show the critical nature of being responsive to students’ socio-emotional states such as Zoom fatigue and stress, the need for more interactive strategies to improve engagement with content and class members, and the importance of building in continuous feedback loops from students and instructors. We discuss implications for teaching assistant training

Authors

• Ryan Marie Arellano, University of California - Santa Barbara

• Mary Franitza, University of California - Santa Barbara

• Jin-Sook Lee, University of California - Santa Barbara