Show simple item record

dc.contributor.authorRivera, Ada
dc.creatorRivera, Ada
dc.date2021-11-24T14:05:39.000
dc.date.accessioned2021-11-29T11:35:51Z
dc.date.available2021-11-29T11:35:51Z
dc.date.issued2020-08-01
dc.date.submitted2020-10-13T11:46:14-07:00
dc.identifierhsppd/2020/fall/7
dc.identifier.urihttp://hdl.handle.net/20.500.13013/916
dc.description.abstractWith changes in online instruction, researchers have suggested a relationship between online drop-out rates and self-efficacy in online learning. During an undergraduate senior level internship experience, teenage students were provided six weeks of online mentoring in ELA, math, and science. Teenage students' feelings about their educational Zoom experience were recorded weekly. Students began the experience expressing concerns over technical issues and comfort with working remotely. At six weeks, mixed feelings over the online experience were still reported. Feelings of frustration, confusion, comfort and discouragement were evident. Final student responses indicated a preference for in-person programming rather than Zoom.
dc.subjectHealthcare Studies
dc.titleRemote Learning with Upward Bound: Evaluating Teenagers' Feelings Using Zoom
dc.typeevent
dc.legacy.pubstatuspublished
dc.legacy.thumbnailhttps://digitalcommons.salemstate.edu/hsppd_images/1005/thumbnail.jpg
dc.contributor.sponsorSweeney, Michele
dc.date.displayAugust 2020en_US
dc.legacy.pubtitleHealthcare Studies Pre-Professional Day
dc.legacy.identifierhttps://digitalcommons.salemstate.edu/cgi/viewcontent.cgi?article=1006&context=hsppd&unstamped=1
dc.legacy.identifieritemhttps://digitalcommons.salemstate.edu/hsppd/2020/fall/7
dc.subject.keywordremote learning
dc.subject.keywordUpward Bound
dc.subject.keyworduse of Zoom


Files in this item

Thumbnail
Name:
AR_Final_Poster.pdf
Size:
1.340Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record