From Face-to-Face to Online Modality: Implications for Undergraduate Learning While the World is Temporarily Closed in the Age of COVID-19

Abstract

The second half of the Spring 2020 semester has been an unprecedented time globally due to the ongoing coronavirus disease 2019 (COVID-19). COVID-19 pandemic has forced more than one billion students out of school, has disrupted the world and led all university courses switched to online instruction social distancing actions taken to limit the spread of the virus. The aim of the present study is to evaluate the pandemic related changes for undergraduate students, to assess their perspectives related to their learning, experiences in two courses, and to discuss the far-reaching potential implications for the upcoming summer and fall semesters. An electronic survey was conducted to gather data on the student perceptions and learning characteristics of this transition from face-to-face (F2F) to online at a medium-sized university in the Southeast in the Spring 2020 semester. Nearly 88% of the participants indicated that the COVID-19 pandemic impacted their education, while 19% indicated that they prefer online over F2F learning. Furthermore, the online modality significantly increased attendance in General Biology I. Our study also showed that the usage of live conferencing and digital applications increased due to the pandemic. The current research fills the gap in the existing literature by providing the first study on the effects of the ongoing COVID-19 pandemic on undergraduate learning and experiences in the most unique dual modality of the Spring 2020 semester.

Online learning experiences of adult applicants to a university in Ghana during the Covid-19 outbreak

“…Real-time, computer-based classroom has proved to be equally effective as the physical classroom especially when it is asynchronous Mullen (2020). About 88% of the respondents in the study by Hacisalihoglu (2020) revealed that the Covid-19 pandemic had an impact on their education, with 19% indicating a preference for online over face-to-face learning. Meanwhile, Yang et al (2020); Julien and Dookwah (2020) have noted that face-to-face learning is essential for courses such as Mathematics.…”