"I Lost Track of Things"

Abstract

The world was hit by the Covid-19 pandemic in the beginning of 2020, which forced many educational institutions to shift their classroom-based or face-to-face courses to remote or online mode. Students, instructors and institutions had little time to prepare for this sudden, unanticipated shift. Students who prefer learning face-to-face with instructor in a classroom are more likely to face challenges in learning remotely. To understand the experiences of such students, the author conducted a pilot survey of students whose face-to-face courses were moved to remote learning. This paper reports on the results of the analysis of participant responses. Participants experienced a mix of benefits and challenges due to the unanticipated move to remote learning. Based on the findings, this paper makes some suggestions on the design of remote learning.

Comparative study between delivery modalities in higher education during emergency remote teaching due to COVID-19

“…The differences in favor of the remote modality could be explained by the availability of the class session records and the students' positive perceptions of online material. These results are similar to the studies of Chhetri (2020), Potaliya andGhatak (2020), andDelgado et al (2021) who found that Medicine students preferred to watch several times the recorded classes for studying theoretical topics but attending face-to-face sessions for their practical subjects. Furthermore, remote classes have been reported to be the best way for continuous learning in ERT situations, as they promote engagement when students are autonomous, there are specific purposes in the activities, and there is interaction between professors and students (Binks et al, 2021;Yu-Fong Chang et al, 2021).…”

“…This modality entails a digital environment that integrates resources and activities to enrich learning allowing personalized monitoring by the professor. Learning assessment is based on digital assessment resources (Chhetri, 2020;EDTEC, 2023).…”

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

“…This was deemed important because students were no longer having to physically travel to campus to attend lectures, which normally alerts students to the courses to be attended that day. Without a routine, it was suspected that students learning remotely from home would lose track of time and either accidentally miss assignment deadlines (Chhetri, 2020;Morin, 2021) or procrastinate, the latter of which both increased with the advent of RTL due to the lure of and easy access to social media, online gaming, or various streaming services (Hawthorne-Castro, 2020, as cited in Iglesias-Pradas et al, 2021;Jones, 2020) and hindered academic achievement in online learning (Cormack et al, 2020;Kim & Nembhard, 2019). In short, the requirement of having students submit an ARS weekly during a specific window of time was meant to develop in students a persistence in positive academic behavior (see Weijers et al, 2021) via clear and consistent course content reception, consumption, and engagement.…”

Public Health Graduate Students’ Longitudinal Perceptions of Remote Learning Challenges and Career Goals During an Ongoing Public Health Crisis

“…For example, a study published among undergraduate and graduate public health students reported that they experienced issues with internet connectivity and increased academic workload due to the pandemic within the first term/semester of remote learning (Armstrong-Mensah et al, 2020). A separate study among graduate students found that the most reported problems students experienced during the COVID-19 pandemic included issues with decreased productivity and poor physical and emotional well-being (Wasil et al, 2021), while other studies that emerged during the pandemic demonstrated unforeseen benefits of the pandemic, such as greater flexibility and convenience of learning and accessibility to class recordings (Chhetri, 2020). A prepandemic study among students enrolled in an online MPH program found that program predictors of student Pedagogy in Health Promotion 9 (3) success included alignment between program expectations and learning and teaching styles (Alperin, 2015), indicating that an abrupt shift to remote learning may not meet students' expectations for learning.…”