Covid-19 Campus Closures in the United States

American Student Perceptions of Forced Transition to Remote Learning

Dados Bibliográficos

ID5934636
AutoresSusan W Parker (0000-0001-5622-4220, Robert Morris University), Mary A Hansen (0000-0003-0051-4039, Robert Morris University), Carianne Bernadowski (0000-0003-4048-1331, Robert Morris University, autor correspondente)
Ano2021
Volume10
Fascículo2
Páginas62
Data de publicação2021-02-09
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoSocial Sciences (JOURNAL)
Identificadores do periódicoISSN: 2076-0760 • E-ISSN: 2076-0760
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/socsci10020062
OpenAlexW3128959559
IdiomaEN
Citações recebidas11
Referências citadas35

As colleges and universities rapidly closed due to COVID-19, students and faculty were faced with unique challenges. The pandemic forced the cancellation of all campus activities, both extra-curricular and program-focused, such as student teaching experiences and nursing clinical rotations. Additionally, instructors were forced to rethink content delivery as coursework was quickly moved online and administered remotely via virtual platforms. Students were impacted as university level programs underwent a major paradigm shift within a matter of days or weeks. This study examined perspectives of undergraduate and graduate students regarding their experiences with rapid conversion from on-ground, in-person courses to remote instruction during the spring 2020 semester. The researchers employed a QUAN-QUAL descriptive mixed methods design. Using questionnaires and semi-structured interviews, the researchers examined general perspectives on in-person learning before the pandemic; initial perceptions about remote learning; and perceptions of the students about effort, engagement, needs, and ethical behavior as they engaged in totally remote learning. Results, analyzed using SPSS (QUAN) and inter-coder agreement (QUAL), indicated that initially students were engaged and satisfied with their in-person instruction, but became less satisfied and engaged during remote instruction. Undergraduate students experienced feelings of increased frustration, decreased accountability and engagement during remote learning, and turned to collaboration to earn points as they finished the semester

Coronavirus disease 2019 (COVID-19 · Coursework · Distance education · Feeling · Mathematics education · Medical education · Pedagogy · Perception · Student engagement · COVID-19 and Mental Health · Higher Education Practises and Engagement · Medicine · Online and Blended Learning · Psychology · Social Psychology