Abstract
Pursuing graduate education is both a period of growth as well as one of stress, and a global pandemic impacted students’ educational experience. This study sought to understand students’ perspective on learning during COVID utilizing a modified version of Photovoice. Students (N = 16) took photographs over a two-week period documenting their experiences. Upon completion, they wrote a reflection paper, including 10 captioned photographs. Content analysis was used for the photographs, captions, and reflection papers to interpret meaning from the data and develop themes. The 153 photographs included five categories: computers/screens, selfies, family/friends, COVID related pictures (e.g., masks), and pets. Students who had more photographs of computers/screens in general had more negative self-reflections compared to those students with fewer of these images. Themes from their reflection papers were grouped as negative (n = 96) and positive (n =101) responses to learning during COVID. Negative responses included four themes: “I’m on an island;” “whirlwind of emotions;” being sick; and “I didn’t get the full learning experience.” Positive responses were represented in three themes: finding “grit;” support of others; and how COVID improved the graduate experience. Themes from these analyses were slightly more positive and indicated that many students realized their inner strength by persevering. Students’ viewpoint on learning during COVID provides insight into the meaning-making process with digital imaging and highlights how instructors can develop creative pedagogies that support students as they pursue their graduate degree.
Details
Presentation Type
Theme
KEYWORDS
Digital Imaging, Photovoice; Meaning-Making; Learning Activity; Qualitative Research
