TABLE 10.
Open-ended prompt 2 codebook with student responses
| “You responded that you [Likert response] with the following statement: [Item text]. Is there something your instructor or institution could do to support you in regard to this statement? Please explain in 1–2 sentences.” | |||
|---|---|---|---|
| Code | Definition: The instructor and/or institution could… | Example student quotes | % of responsesa |
| Technical | |||
| Devices, Internet, or other resources | provide students with the necessary devices, software, Internet access, technical support, or other resources. | “For those that don’t have access, having devices for students would be super important.” | 7.0 |
| Formative assessment | |||
| Scheduling logistics | alter the due date schedule, assignment frequency, and/or provide more time to complete the FA. | “Maybe spread out due dates throughout the unit. That way students aren’t so worried about everything being due on one day.” | 13.0 |
| Requirements/instructions | clarify the requirements and instructions for the FA. | “More instructions on what we need to have in our [FA] would be nice.” | 6.0 |
| FA alignment with lecture | better align the content on the FA with the content covered in lecture. | “I think that making sure that the lecture closely aligns with the quiz timing will help students.” | 2.0 |
| FA content | alter the content or complexity of content that appears on the FAs. | “The pre-lecture quizzes sometimes test more in-depth ideas than what is ever addressed in the lecture.” | 4.0 |
| FA format | alter the format, including question style or number of questions, of the FA. | “The problems that require you to watch a video take much longer to complete. Maybe limiting the number of these kinds of questions would be beneficial.” | 11.0 |
| Grading criteria | alter the criteria used to grade the FA. | “24-hour grace periods would be nice, so like you can still turn it in without deduction up to 24 hour after the original due date but it will still get marked late and will be last graded.” | 3.0 |
| Instructor qualities | |||
| Flexibility/understanding | be flexible and understanding when issues completing the FA arise. | “The instructor could be aware of possible technological issues students might be facing and respond accordingly to each individual case.” | 2.0 |
| Friendliness/approachability | be friendly and easy to talk to when issues or questions arise. | “Maybe the instructors could be more friendly and open when it comes to addressing student’s questions in class.” | 4.0 |
| Instructor knowledge | be more knowledgeable about the course content and software used in the course. | “Please teach a class to the other educators at [institution] how to use technology.” | 0.4 |
| Consistent communication with students | inform students when things such as due dates, content schedule, or assignment formats change. | “Every time there has been a sudden change, my instructor has been quick to inform the class as to why it happened.” | 8.0 |
| Office hours | alter office hour schedule and/or frequency. | “Make office hours more accessible.” | 1.0 |
| Collaboration | |||
| Create study groups | form study groups for students to meet with for help on the FA. | “Creating study groups for the class.” | 4.0 |
| Peer interaction/group activities | alter the frequency and/or quality of peer interaction and group activities. | “Have more interactions during class. For Zoom, small breakout rooms (more than 2 people). In-person, making people talk to their neighbors about a topic or clicker question.” | 6.0 |
| Encourage collaboration | encourage students to use classmates as a resource for help on the FA. | “Maybe just to encourage working together on the pre-lecture reading quizzes.” | 2.0 |
| Way to contact or meet other students | provide ways for students to contact or meet each other so they can reach out for help when needed. | “Maybe facilitate a place outside of campus where students could plan on going to and meet people in the class. This could be like meet at the mill anytime between 5–7 if you want to work with others to study.” | 4.0 |
| Course and instruction | |||
| Feedback | alter the speed, depth, or amount of feedback provided on FAs. | “Give better feedback when points are taken away on assignments.” | 3.0 |
| Provide general guidance/study tips | provide guidance on how to best approach the course, including study tips. | “I think the instructors could maybe explain why it’s important to minimize distractions while doing schoolwork.” | 3.0 |
| Course delivery | alter the way the course is delivered, either in person or remotely. | “Have the class in person.” | 11.0 |
| Course pace | alter the pace at which content in the course is covered. | “It’s just so fast paced that I get lost in lecture frequently.” | 1.0 |
| Materials | provide helpful or more plentiful materials for understanding FA content. | “The instructor can give us more opportunities and add additional resources that would help us learn the concepts.” | 2.0 |
| Instruction content | alter the content covered in the course. | “I think this course could be made easier, it is very advanced for an introductory class to biology. I think there are also so many concepts and less information would help.” | 2.0 |
| Other | |||
| Study environment | provide accessible study spaces with adequate Internet. | “Make sure spaces are available at the school to work on homework with the Internet for people who do not have stable WiFi.” | 1.0 |
| Support for underrepresented students | offer additional supports for underrepresented students. | “Perhaps, create more foundations/scholarships/programs for students like me. It can really take the weight off [our] shoulders.” | 0.2 |
an = 512 student responses.