Scholarship of Teaching and Learning in Psychology, Vol 10(3), Sep 2024, 246-259; doi:10.1037/stl0000272
Our college was required to shift mid-semester to an online learning environment to respond to the COVID-19 pandemic. Within the context of the Scientist–Educator Model, we explored how this crisis (and the reaction) impacted courses and students. To understand instructor characteristics that impacted student perceptions of support, we analyzed end-of-course feedback from two different courses: introduction to psychology and research methods. Specific instructor factors predicted how students felt with regards to learning, emotional, and technical aspects of support. Learning support was predicted by instructor preparation, organization, deeper understanding, and respectful environments. Emotional support was predicted by deeper understanding and comfort seeking help. Technical support was predicted only by comfort seeking help. Overall course ratings were linked to learning and emotional support, but not technical support. Qualitative data supported quantitative findings: both courses shared nine themes for each question with varying frequencies reported. Using effective pedagogy, and being caring, understanding, and available were recognized by both groups as the most important qualities of a supportive instructor. (PsycInfo Database Record (c) 2024 APA, all rights reserved)