ERI2023 Pre-Recorded Virtual Presentations

Enhancing Access for Underrepresented Learners

66781 | Supporting English Language Learners in Our Classrooms

Jill Tussey, Buena Vista University, United States

Jessy Bibler, Buena Vista University, United States

Michelle Metzger, Buena Vista University, United States

Leslie Haas, Xavier University of Louisiana, United States

The United States has an increasing number of students with a native language other than English. Educators today must be prepared to teach and support these students academically and socially-emotionally. As we know, it is important to ensure learners have natural opportunities to speak in their native language but not all educators have a clear understanding over how to embed these opportunities in the classroom setting. The population for this oral presentation will focus on elementary students ranging from ages of 5 to 12. Participants will learn about the needs of English as a Second Language (ESL) students in classrooms today. Activities and games in the areas of literacy, math, and physical education to support the ESL students in the elementary classroom will be shared during the presentation. Additional activities and games will be shared to support the social-emotional needs of ESL students in the elementary classroom setting. The final focus of the presentation will be methods to increase family engagement between educators and parents of ESL students, specifically in the areas of literacy, math, and physical education. During the presentation, information will be shared as to how these three areas benefit the ESL students academically and socially-emotionally. The elements of the presentations can be taken and instantly embedded into practice in the classroom setting to support the ESL students. Presenters have many years of experience in the K-12 setting as well as in the higher education setting that provides them with a wealth of knowledge to share with attendees.

Enhancing Access for Underrepresented Learners

69666 | Bridging Distance for Young Students with Disabilities in Online Learning

Kijung Ryu, Fordham University, United States

This virtual video presentation reviews literature on how to engage young students with disabilities in effective learning and discusses how this research can be applied to developing lessons for online teaching. Many teachers have reported their struggle to engage young children, especially children with disabilities in synchronous online learning activities. When teachers needed to take on the responsibility of online teaching, they felt unprepared for the challenge (Marra, 2004; McAllister & Graham, 2016). According to Appel (2006), teaching online classes is fundamentally different from teaching traditional face-to-face classes in several aspects such as instruction, communication, and behavior management. In other words, teachers are required to use different skill sets for teaching online classes (Barbour, 2012a; Barbour et al., 2013). Therefore, teachers should be given clear, specific guidance for online instruction with explicit examples. Through this video presentation, participants will gain tools, activities, and tips for assessing the needs of and developing engaging lessons for young learners with disabilities for teaching online.

Experiential Learning

68488 | An Adventure-Based Program in Promoting Interpersonal Qualities and Well-being of Students in Higher Education

Hoi Nga Ng, Caritas Institute of Higher Education, Hong Kong

Kam Weng Boey, The University of Hong Kong, Hong Kong

Background: Late adolescents in higher education are going through a shifting from being dependent as recipient of parental guidance to becoming independent individuals in a larger social context. They need to develop interpersonal qualities to establish satisfying relationships. Besides, they also experience stress and anxiety which may result in mental health problems. Objectives: This study aimed to foster positive interpersonal qualities and to promote psychological well-being among students in higher education. Methods: Six groups of 1-day workshops based on "adventurous activities" were organized. The group activities (each with 15 to 20 participants) were designed to help establish team spirit, trustful relationship, and mutual supports through which positive interpersonal qualities and psychological well-being would be promoted. The activities were run by social workers of a social service agency, officers of student affairs, and academic staff. A total of 475 first and second students (men age = 19.3, SD = 2.8; 67.9% females) participated in the workshops. Results: Results indicated that the interpersonal qualities of caring, integrity, social responsibility, and perseverance were significantly promoted [F (1, 455) = 5.653 to 42.13, p < .05 or less; Cohen’s d = 0.10 to 0.29]. Global selfesteem was promoted [F (1,455) = 64.07, p < .001; Cohen’s d = 0.29]. Depression, anxiety, and stress as measured by DASS-21 were significantly decreased [F (1, 455) = 4.32 to 35.50, p < .05 or less; Cohen’s d = 0.08 0.24]. Conclusions: Efficacy of the intervention in promoting interpersonal qualities and mental health status was empirically demonstrated. With the promotion of interpersonal qualities and psychological well-being, students in higher education should be able to cope with their stress with greater resilience.

68721 | Qualitative Analyses of Hybrid Learning Experiences of College Students With Special Education Needs

Jennifer Fabula, De La Salle-College of Saint Benilde Manila, Philippines eri.iafor.org/eri2023-virtual-presentations

Hybrid learning has become increasingly popular in higher education institutions. It started after the relaxation of COVID-19 restrictions, where students could now simultaneously participate in face-to-face and online learning. Hybrid learning slowly brings students back to school who have been in remote learning for almost three years. Although there are several studies on hybrid learning among regular college students, little is known about how students with special education needs experience this learning approach. This descriptive qualitative study aimed to fill this gap by analyzing their perspectives and experiences in hybrid learning environments. It utilized semi-structured interviews and a thematic-content analysis method. Participants of this study include college students diagnosed with social, emotional, and behavioral problems, sensory impairments, learning disabilities, and physical impairments. This study revealed that students' experiences in hybrid learning were characterized by efficient learning, safe feeling, a sense of belonging, and expectation setting. Hybrid learning provides college students with special education needs the benefits of efficient learning and a safe feeling. However, it posed challenges in fostering a sense of belonging and defined expectation setting, underscoring the need for tailored approaches to meet their diverse needs.