Learning in the Time of COVID: Undergraduate Experiences of a Mid-Semester Transition to Virtual Learning due to the COVID-19 Pandemic

Abstract

Background The COVID-19 pandemic caused an unprecedented mid-semester transition to virtual learning. Instructors and students had to adapt to new ways of delivering and receiving course material. Objective The present investigation examined whether course format and sense of belongingness were associated with learning satisfaction during the COVID-19 pandemic, as well as racial/ethnic or gender identity differences in academic experiences during this time. The current study also explored student perceptions of instructor support, changes in workload, and changes in learning. Method Undergraduate students ( N = 157) responded to quantitative and qualitative items regarding their academic experiences during the first semester of the pandemic in an online survey. Results Blended courses were associated with poorer outcomes than solely synchronous and asynchronous courses. There were no racial differences in academic experiences; however, women had more positive academic experiences than men. Greater academic and campus belongingness predicted better academic experiences. Students perceived clear, frequent instructor communication as vital to their success. Conclusion Students’ experiences with virtual learning varied depending on instructor and student factors. Teaching Implications Instructors can improve their students’ experiences with virtual learning by providing frequent, clear communication, resources on effective study and time management skills, and a sense of community.

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“…http://ijlter.org/index.php/ijlter Multiple-child homes need equipment (Greenhow et al, 2022). Due to the rapid migration to virtual learning in the past two years, some parents needed to quit their jobs (Branaccio et al, 2020;Reid et al, 2022).…”

“…Teachers and students embraced virtual learning (Reid et al, 2022). Education suffered (Debnath & Chetia, 2022).…”

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