Blogs (19) >>
Fri 17 Mar 2023 13:45 - 14:10 at 714 - Online and Remote Learning Chair(s): Alex Chao

When faculty behaviors foster students’ sense of belonging in class, students report better learning experiences and are more likely to remain in the major. Sense of belonging is the feeling of being a valued and legitimate member of a community. Student belonging is relevant to the classroom, the program of study, and the institution at large. Understanding teacher immediacy behaviors that cultivate belonging in postsecondary synchronous remote classrooms is important for retaining students in computing, where remote coursework is increasingly used to address increases in enrollment. This paper reports on an exploratory, survey-based study on the relationship between instructor immediacy behaviors and use of conferencing software features (e.g., chat, breakout rooms) with student sense of belonging in synchronous remote learning environments. Responses from 125 computing students from approximately 53 courses across the US show that students feel a moderate sense of belonging in their courses, with no differences found across demographic groups. Belonging was found to have a strong relationship with students’ overall opinions of their courses and their likelihood of completing the major. Students’ camera preferences and instructor camera requirements had no effect on belonging. A regression analysis showed that no tool use variables predicted student sense of belonging. However, two teacher immediacy behaviors, increase in frequency of setting aside class time to talk about upcoming course content and use of humor, were significantly associated with an increase in sense of belonging.

Fri 17 Mar

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13:45 - 15:00
Online and Remote LearningPapers at 714
Chair(s): Alex Chao Duke University
13:45
25m
Paper
How do Teaching Practices and Use of Software Features Relate to Computer Science Student Belonging in Synchronous Remote Learning Environments?In-Person
Papers
Noah Q. Cowit University of Colorado, Boulder, Lecia Barker University of Colorado Boulder
DOI
14:10
25m
Paper
Moving a Bootcamp-Style Computer Science Programme Online: An Experience ReportIn-PersonGlobal
Papers
Andrew Meads University of Auckland, Yu-Cheng Tu The University of Auckland, Gill Dobbie The University of Auckland
DOI