Abstract

This study explores flexibility in teaching during and since the COVID-19 pandemic through the lived experiences of instructors at Minnesota State University, Mankato. In-depth interviews were conducted to investigate how instructors implemented flexibility and adapted to the rapid transition to online and hybrid teaching models during a global health crisis. The study explores the effects these measures (and the pandemic) had on their students, their pedagogy, the perceived expectations for them to provide it, and their well-being. The findings illuminate the strategies instructors employed to maintain educational continuity ranging from adjustments in course delivery and assessments to accommodations for student engagement and well-being, and continued expectations for flexibility. Findings convey instructors’ experiences with rapidly adapting in unprecedented times, understanding student needs and expectations, and uncovering the unintended consequences and the unexpected benefits. Instructors emphasized the importance of human-centric, empathetic teaching practices that address broader emotional and psychological needs of students. Throughout their narratives, three significant themes for discussion emerged from these shared experiences: the dual role of technology, the recognition of inequitable flexibility, and a reflective and spirited response of education.

Advisor

Sarah Epplen

Committee Member

Dennis Waskul

Committee Member

Brooke Burk

Date of Degree

2024

Language

english

Document Type

Thesis

Degree

Master of Arts (MA)

Program of Study

Sociology

Department

Sociology

College

Social and Behavioral Sciences

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Sociology Commons

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Rights Statement

In Copyright