Spotlight on SOTL: Reimagining Office Hours: Students vs. Instructors on Office Hours

This article is based on the following research article:

Hsu, J. L., Rowland-Goldsmith, M., & Schwartz, E. B. (2022). Student Motivations and Barriers toward Online and In-Person Office Hours in STEM Courses. CBE—Life Sciences Education, 21(4). https://doi.org/10.1187/cbe.22-03-0048

What are we talking about?

This article highlights a significant disconnect between students’ and instructors’ perceptions of the purpose and value of office hours. While instructors often view office hours as an essential form of academic support, students frequently encounter emotional, logistical, and cultural barriers that hinder their attendance. These barriers include anxiety, uncertainty, and scheduling conflicts. Additionally, many students find online office hours to be less intimidating and more accessible than traditional in-person sessions.

What did the researchers do and find?

The researchers conducted a mixed-methods study involving 531 undergraduate life sciences students and 15 instructors at a teaching-focused Californian university to explore motivations and barriers surrounding attendance at both in-person and online office hours. Using surveys, they uncovered a striking disconnect: while instructors assumed students found office hours valuable and accessible, students reported a range of emotional and logistical barriers including anxiety, intimidation, uncertainty about what to ask, and scheduling conflicts that often prevented attendance. Many students also felt office hours were only for those struggling or “desperate,” which added to their reluctance. Interestingly, online office hours were seen as less intimidating and more convenient by students, although instructors tended to favour in-person sessions. Overall, the study highlights a gap between instructor perceptions and student realities, emphasizing the need to re-frame office hours as welcoming, routine opportunities for support rather than last-resort interventions, and to consider online formats as a way to reduce barriers and increase engagement.

How might you use this research in your teaching?

This research highlights the importance of addressing both the emotional and logistical barriers students face when attending office hours. To improve student engagement, we should work to normalize office hours as a routine and supportive part of the learning process, rather than framing them solely as a resource for struggling students. Offering both in-person and online office hours can accommodate different student preferences and reduce access barriers. Additionally, we might consider implementing introductory or informal sessions early in the term to create a welcoming environment and reduce student anxiety around attendance. Clear communication about the purpose of office hours as an opportunity for clarification, exam preparation, and relationship-building should be emphasized to shift perceptions. Finally, we should seek regular student feedback on office hour accessibility and format to continuously refine the approach, ensuring it effectively meets students’ needs.