Transitioning from face-to-face learning to distance learning during the COVID-19 pandemic: Can we provide students the same comparable family and consumer sciences experience?

Date

2022-08

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

The curriculum FCS teachers teach may be considered unique compared to other academic core curricula. As part of the Utah strands, standards, and performance objectives, teachers are asked to help their students develop and perform the life skills that go beyond the classroom and into their future. Part of this learning includes the relationships, critical thinking skills, and problem-solving skills associated with real-world challenges of the 21st century. With no real warning, as these skills and performance objectives were being taught in FCS classes across Utah and other states, the COVID-19 Pandemic took place starting in the 2019-2020 school year. As a result, this caused FCS teachers to take their hands-on learning and lab experiences and quickly figure out a way to use technology to accommodate what was expected of them. Based on the experiences from COVID-19, the purpose of this Utah state-wide research was to explore the likeliness of maintaining FCS course strands, standards, and objectives while transitioning to distance learning that resulted in a comparable learning experience for students. The sample for this study consisted of FCS educators currently teaching throughout Utah. The total sample consisted of 119 usable surveys with at least 50% of the items completed. To understand these teachers’ experiences of the COVID-19 Pandemic, results were analyzed based on the answers provided by those who taught FCS classes during the 2019-2020 school year through a survey This research helped discover understand what technology FCS teachers utilized to facilitate a hands-on learning experience in a virtual setting and any benefits and challenges associated with these changes. This research informs the FCS profession and general teachers about the best technological strategies and methods that worked for FCS teachers amidst the COVID-19 Pandemic to address FCS students’ learning needs in both in-person and remote. Strategies teachers used to accommodate labs and other experiential platforms through distance learning can be utilized for future teaching. Although the data of the results came from various districts all across Utah, similar patterns and themes emerged. Through these similar patterns and themes, four research questions were able to be analyzed and answered effectively through the widely-varied responses of FCS educators despite different ages, comfort in technology use, and experiences from the FCS courses they taught.

Description

Keywords

COVID-19 Pandemic, Family and Consumer Sciences, FCSE, FCS, Distance Education, Remote Learning, Self-Efficacy, Technology, Family and Consumer Sciences Education

Citation