Supporting Student Academic Resilience Online: Results and Lessons Learned from a Yearlong Study of Remote Learning

Leadership

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Session Materials

Brief Abstract

Presentation focuses on remote learning experiences of one university’s residential public health students (N=916) over one year during the COVID-19 pandemic. Results showed high levels of academic resilience (ARS-30 Scale: Cassidy, 2016). Faculty administrative and instructional design supports utilized which helped to support student resilience will be discussed.

Presenters

Lead Presenter: Andrew Wiss, The George Washington University

Andrew C. Wiss, PhD, EdM is the Director of Online Learning and a Professorial Lecturer of Health Policy and Management in the Milken Institute School of Public Health at the George Washington University. He has extensive experience designing, developing, implementing and evaluating the effectiveness of technology-enhanced, situated and organizational learning solutions across a broad range of industries and knowledge domains. In his current role at GW, Dr. Wiss leads the development and delivery of the Milken Institute School of Public Health’s continuously growing portfolio of online and hybrid programs and courses. Andrew’s teaching and research focuses on: adult learning, organizational learning, gamification and learner motivation, faculty motivation and development, the learning and performance of experts in practice and the use of emerging technologies (including simulation mediums such as AR and VR) to support learning in authentic contexts.

Extended Abstract

This presentation focuses on the remote learning experiences of one university’s residential public health students (N=916) required to shift to remote learning as a result of the COVID-19 pandemic. Results showed high levels of academic resilience (ARS-30 Scale: Cassidy, 2016) across this population of students after one year of remote learning. Further, results of regularly administred faculty and student surveys administered during this period, which indicated areas of specific success and challenge for students, will also be shared. Faculty, administrative and instructional design supports utilized which helped to support student resilance will be discussed in the context of those survey results.