We are in this together: what the COVID-19 pandemic revealed about the nature of the student-professor relationship in higher education

Abstract

Purpose

Reflexive thematic analysis was used to analyze the data. The study’s aims were to (1) Explore challenges, barriers and successes of students of color, as a result of the instructor’s approach to teaching in a remote learning environment; and (2) Determine what types of practices and approaches students of color found supportive in adjusting to a remote learning environment.

Design/methodology/approach

This qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments. A total of 18 students from a large public university participated in the study.

Findings

The findings suggest significant adjustments were made by both students and professors during the pandemic. Although academics were important to students, there was an emphasis on the impact on social interactions with peers and the ability to build meaningful relationships with professors. Students displayed a sense of compassion and empathy toward professors and themselves.

Practical implications

The results from the study provide some insight into how higher education can move forward, potentially conducting future research that includes the perspectives of both students and professors to determine how to best provide support in the aftermath of a pandemic.

Originality/value

This qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments.

Citation

Mitchell Dove, L. (2024), "We are in this together: what the COVID-19 pandemic revealed about the nature of the student-professor relationship in higher education", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-08-2023-0383