written by Melanie Fields, Bahar Modir, William G. Newton, Robynne M. Lock, and J. Clay Stanfield

During the Spring 2020 semester, classes at a medium-sized regional rural university transitioned from faceto-face (FTF) to fully online instruction following Spring Break due to the COVID-19 pandemic. Learning assistants teaching in STEM disciplines experienced difficulties during this transition unique to our student population consisting of many nontraditional and first generation students living in rural areas. We conducted a phenomenological study about these LAs experiences using a Community of Practice (CoP) theory lens. Through interviews with 10 LAs, novel conversations about moving from FTF courses to a virtual setting emerged. In response to the interruptions of the CoP, LAs discussed their new learning opportunities. In this paper, we highlight the opportunities and challenges as encountered by the LAs. Considerations and concerns for instructors with similar student populations are presented.

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Last Modified August 27, 2020

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