Abstract
The future of the social science disciple has been called into question again due to COVID. In reassessing the future and the viability of our discipline during and beyond COVID researchers have been evaluating the academic viability of online pedagogy. Using data collected across an online collaboration in spring 2022, with several U.S. university students I assess the online pedagogical viability of whether students are “academic/reflectivity” in their discussions with each other. “Academic reflectivity” was computed as a compound variable measuring deliberative, reflective posts and responses, using class or text references, posing questions that furthered academic discussions and the length of the post suggesting thorough discussions. I statistically confirm that their discussions are academically reflective, without class differences or gender bias, and that these discussions are academically reflective across any type of question (theoretical or controversial) asked over the semesters. This study adds its significant findings about the growth of online discussions promoting and enhancing the experience of e-learners and collaborative endeavors. The collaboration is interdisciplinary and global.
Presenters
Anita ChadhaAssociate Professor of Political Science, University of Houston-Downtown, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
The Future of the Humanities, E-Pedagogy, Social Science Research, Academia
