Abstract:
In March 2020, Rochester University went online within 72-hours due to the COVID-19
pandemic. By necessity, the focus was on pedagogy rather than being student-centric initially.
Several issues arose among students in the mass communication department. First, it became
apparent that our “digital natives” did not have some of the presumed skills necessary for online
success. A digital divide emerged between students equipped for online learning at home and
those students who only had smartphones on which to write their papers and others who had no
Internet access at home. Cases of anxiety seemed widespread among students. Faculty in the
mass communication department became student-focused and prioritized student engagement
and collaborative learning as ways to reduce stress and empower them for online learning.
