College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States

Murphy, Laurie; Eduljee, Nina B.; Croteau, Karen A.

doi:10.29333/pr/8485

Cited by 99 publications

(79 citation statements)

References 18 publications

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“…Although the stress and disruption related to the pandemic likely contributed to students' pleas for leniency, instructors should consider that pleas for leniency may also be a result of increases in difficulty level and course workload that may be occurring intentionally or unintentionally. Consistent with our findings, a survey of 148 undergraduates found nearly one-third reported one or more of their instructors had increased the workload in Spring 2020 [26]. Some practices may have created more work for students than instructors realize.…”

Section: Plos Onesupporting

confidence: 86%

STEM undergraduates’ perspectives of instructor and university responses to the COVID-19 pandemic in Spring 2020

et al. 2021

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Objectives We examined undergraduate STEM students’ experiences during Spring 2020 when universities switched to remote instruction due to the COVID-19 pandemic. Specifically, we sought to understand actions by universities and instructors that students found effective or ineffective, as well as instructor behaviors that conveyed a sense of caring or not caring about their students’ success. Methods In July 2020 we conducted 16 focus groups with STEM undergraduate students enrolled in US colleges and universities (N = 59). Focus groups were stratified by gender, race/ethnicity, and socioeconomic status. Content analyses were performed using a data-driven inductive approach. Results Participants (N = 59; 51% female) were racially/ethnically diverse (76% race/ethnicity other than non-Hispanic white) and from 32 colleges and universities. The most common effective instructor strategies mentioned included hybrid instruction (35%) and use of multiple tools for learning and student engagement (27%). The most common ineffective strategies mentioned were increasing the course workload or difficulty level (18%) and use of pre-recorded lectures (15%). The most common behaviors cited as making students feel the instructor cared about their success were exhibiting leniency and/or flexibility regarding course policies or assessments (29%) and being responsive and accessible to students (25%). The most common behaviors cited as conveying the instructors did not care included poor communication skills (28%) and increasing the difficulty of the course (15%). University actions students found helpful included flexible policies (41%) and moving key services online (e.g., tutoring, counseling; 24%). Students felt universities should have created policies for faculty and departments to increase consistency (26%) and ensured communication strategies were honest, prompt, and transparent (23%). Conclusions To be prepared for future emergencies, universities should devise evidence-based policies for remote operations and all instructors should be trained in best practices for remote instruction. Research is needed to identify and ameliorate negative impacts of the pandemic on STEM education.

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Section: Plos Onesupporting

confidence: 86%

STEM undergraduates’ perspectives of instructor and university responses to the COVID-19 pandemic in Spring 2020

et al. 2021

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“…Indeed, an interview study with engineering students found that faculty members communicating care and increasing flexibility was a key element for supporting students [71]. In another study, students indicated the need for constant communication from instructors during remote learning [78]. Thus, developing stronger communication with students and improving "instructor social presence" in online courses, i.e., the sense that the instructor is connected and available for interactions is critical [79][80][81].…”

Section: Discussionmentioning

confidence: 99%

COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

Supriya¹,

Mead²,

Anbar³

et al. 2021

Preprint

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Institutions across the world transitioned abruptly to remote learning in 2020 due to the COVID-19 pandemic. This rapid transition to remote learning has generally been predicted to negatively affect students, particularly those marginalized due to their race, socioeconomic class, or gender identity. In this study, we examined the impact of this transition in the Spring 2020 semester on the grades of students enrolled in the in-person biology program at a large university in Southwestern United States as compared to the grades earned by students in the fully online biology program at the same institution. We also surveyed in-person instructors to understand changes in assessment practices as a result of the transition to remote learning during the pandemic. Finally, we surveyed students in the in-person program to learn about their perceptions of the impacts of this transition. We found that both online and in-person students received a similar small increase in grades in Spring 2020 compared to Spring 2018 and 2019. We also found no evidence of disproportionately negative impacts on grades received by students marginalized due to their race, socioeconomic class, or gender in either modality. Focusing on in-person courses, we documented that instructors made changes to their courses when they transitioned to remote learning, which may have offset some of the potential negative impacts on course grades. However, despite receiving higher grades, in-person students reported negative impacts on their learning, interactions with peers and instructors, feeling part of the campus community, and career preparation. Women reported a more negative impact on their learning and career preparation compared to men. This work provides insights into students’ perceptions of how they were disadvantaged as a result of the transition to remote instruction and illuminates potential actions that instructors can take to create more inclusive education moving forward.

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“…It changes the way of life in various sectors (Dube, 2020), including education (Rachmawati et al, 2020). This pandemic has a financial impact on educational institutions worldwide (Murphy, Eduljee, & Croteau, 2020). Educational institutions worldwide have been closed during this pandemic due to its massive impacts on the education system, and it affects more than 60% of students (Alqahtani & Rajkhan, 2020;Mukhtar, Javed, Arooj, & Sethi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Behavioral Changes of Lecturers in using Learning Management System (LMS) During Covid-19 Pandemic

Roslinawati

Utama

2021

AIJP

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This study examines lecturers' behavioral changes in using a learning management system (LMS) during the COVID-19 pandemic at Tadulako University. This research used a qualitative approach, and the population was lecturers of Tadulako University selected using a purposive sampling technique. Data were collected through observation, interviews, and documentation. Then, the collected data were analyzed using several stages, including data reduction, data presentation, and conclusions. The results showed changes in lecturers' behavior in Tadulako University in using LMS for distance learning. Based on internal factors, the changes can be seen from lecturers' willingness to improve their skill in using the LMS through the internet and YouTube and learn how to use LMS from other lecturers who have mastered it. Based on external factors, changes occurred due to pressure to implement LMS in distance learning as the pandemic worsened. The applicable policies and circular letters require lecturers to use LMS during the COVID-19 pandemic.

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College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States

Cited by 99 publications

References 18 publications

STEM undergraduates’ perspectives of instructor and university responses to the COVID-19 pandemic in Spring 2020

STEM undergraduates’ perspectives of instructor and university responses to the COVID-19 pandemic in Spring 2020

COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

Behavioral Changes of Lecturers in using Learning Management System (LMS) During Covid-19 Pandemic

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