Instructors widely relaxed deadlines and adjusted grading to accommodate pandemic circumstances, while balancing compassion with academic rigor¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Case study interviews revealed widespread adjustments to course assignments and due dates, including granting extensions, reopening assignments, and dropping the lowest exam score. → Means 2021

Evidence¶

Means 2021¶

Means, B., Peters, V., Neisler, J., Wiley, K., & Grifths, R. (2021). Lessons from remote learning during COVID-19. Digital Promise. https://doi.org/10.51388/20.500.12265/116

q1 · i? · qualitative · r2

Instructor interviews across the 10 case study institutions. "Case study interviews revealed widespread adjustments to course assignments and due dates"; a statistics instructor granted extensions readily, a mathematics instructor reopened assignments for two-thirds of a class, and a chemistry professor dropped the lowest exam score to relieve stress.

"Case study interviews revealed widespread adjustments to course assignments and due dates."

Discussion¶

Related Claims¶

• Opportunities for peer collaboration largely disappeared when STEM courses went remote, with few instructors sustaining collaborative activities online — related
• Students struggle to manage math assignments alongside busy schedules, and faculty need efficient grading, due-date, and extension tools — related
• COVID-19 restrictions inhibited implementation of later activities in the learning sequence — related
• Students want ongoing targeted formative feedback, but faculty time constraints and large class sizes limit providing it — related