Online learning in the wake of the Covid-19 pandemic

Mixed methods analysis of student views by demographic group

Datos Bibliográficos

ID22204136
AutoresSamantha A Tosto (0000-0003-1008-2719, University of New Haven, autor de correspondencia), Jehad Alyahya (University of New Haven), Victoria Espinoza (0000-0001-9462-1139, University of New Haven), Kylie E McCarthy (0009-0005-8445-7423, University of New Haven), Kylie McCarthy, Maria Tcherni‐buzzeo (0000-0002-3252-6723, University of New Haven)
Año2023
Volumen8
Número1
Páginas100598
Fecha de publicación2023-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSocial Sciences & Humanities Open (JOURNAL)
Identificadores de la revistaISSN: 2590-2911 • E-ISSN: 2590-2911
EditorialElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2023.100598
PMID37366390
OpenAlexW4381683094
IdiomaEN
Citas recibidas6
Referencias citadas52

Various aspects of online learning have been addressed in studies both pre- and during the COVID-19 pandemic. However, most pre-pandemic studies may have suffered from sampling selection issues, as students enrolled in online courses were often not comparable to those taking classes on campus. Similarly, most studies conducted during the initial stages of the pandemic might be confounded by the stress and anxiety associated with worldwide lockdowns and the abrupt switch to online education in most universities. Furthermore, existing studies have not comprehensively explored students' perspectives on online learning across different demographic groups, including gender, race-ethnicity, and domestic versus international student status. To address this research gap, our mixed-methods study examines these aspects using data from an anonymous survey conducted among a large and diverse sample of students at a mid-size university in the Northeastern United States. Our findings reveal important insights: (1) Females are nearly twice as likely as males to prefer online asynchronous classes and feel self-conscious about keeping their cameras on during online synchronous (e.g., Zoom) classes. However, gendered views and preferences align in other aspects of online learning. (2) Black students show a stronger preference for Zoom classes compared to online asynchronous classes and emphasize the importance of recording Zoom meetings. Hispanic students are twice as likely to prefer asynchronous online classes, which offer greater flexibility to manage multiple responsibilities. (3) International students value the ability to learn at their own pace provided by online learning but express dissatisfaction with the lack of peer interaction. On the other hand, domestic students are more concerned about reduced interaction with teachers in online education. Domestic students also exhibit a higher tendency to turn their cameras off during Zoom classes, citing reasons such as self-consciousness or privacy. These findings carry significant implications for future research and educational practice, highlighting the need for tailored approaches that consider diverse student perspectives

Asynchronous communication · Ethnic group · Geography · Mathematics education · Medical education · Pace · Pandemic · Preference · Sociology · Communication in Education and Healthcare · Computer Science · COVID-19 and Mental Health · Medicine · Online and Blended Learning · Psychology · Social Psychology