Teaching and Learning in the Time of COVID: The Student Perspective

This article describes findings from the Survey of Student Perceptions of Remote Teaching and Learning, which was administered to a random national sample of 1,008 U.S. undergraduates taking for-credit college courses that began with in-person classes and shifted to remote instruction in spring 2020...

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Bibliographic Details
Published inOnline learning (Newburyport, Mass.) Vol. 25; no. 1; pp. 8 - 27
Main Authors Means, Barbara, Neisler, Julie
Format Journal Article
LanguageEnglish
Published Online Learning Consortium 01.03.2021
Online Learning Consortium, Inc
Subjects
Barriers
College students
Computer Software
Computers
COVID-19
Distance Education
Educational Technology
Electronic Learning
Ethnicity
Feedback (Response)
Internet
Interpersonal Relationship
Low Income Students
Minority Group Students
Online Courses
Online Learning
Pandemics
Racial Differences
School Closing
Socioeconomic Status
Student Attitudes
Student Motivation
Student Satisfaction
Students
Study and teaching
Surveys
Teachers
Teaching and Learning
Undergraduate Students
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Summary:This article describes findings from the Survey of Student Perceptions of Remote Teaching and Learning, which was administered to a random national sample of 1,008 U.S. undergraduates taking for-credit college courses that began with in-person classes and shifted to remote instruction in spring 2020. Course satisfaction levels were much lower after courses moved online, and students recounted an array of barriers to their continued learning. More than 1 in 6 students experienced frequent internet connectivity issues and/or hardware and software problems severe enough to interfere with their ability to continue learning in their courses. Students from all backgrounds struggled to stay motivated and missed getting immediate instructor feedback and collaborating with their fellow students. Students of color and students from lower-income households experienced more challenges than did non-Hispanic White students and students from higher-income households. However, even with the challenges of an unplanned shift to remote learning, a majority of students were at least somewhat satisfied with their learning in the course after COVID, and satisfaction was higher for those courses using more of the practices recommended for effective online instruction. 
ISSN:2472-5749
2472-5730
DOI:10.24059/olj.v25i1.2496