Negative Impacts From the Shift to Online Learning During the COVID-19 Crisis: Evidence From a Statewide Community College System

Abstract

The COVID-19 pandemic led to an abrupt shift from in-person to virtual instruction in the spring of 2020. We use two complementary difference-in-differences frameworks: one that leverages within-instructor-by-course variation on whether students started their spring 2020 courses in person or online and another that incorporates student fixed effects. We estimate the impact of this shift on the academic performance of Virginia’s community college students. With both approaches, we find modest negative impacts (3%–6%) on course completion. Our results suggest that faculty experience teaching a given course online does not mitigate the negative effects. In an exploratory analysis, we find minimal long-term impacts of the switch to online instruction.

The Impact on Language Maintenance and Studies Among Third- and Fourth-Generation Turkish Students in Melbourne, in the Era of COVID-19

“…Reports of increased emotional and social development challenges continue to prompt the investigation of the negative impact of online learning on both physical and mental health (Halupa, 2016). Studies have found that the move to online learning resulted in a decrease in learning time and a decline in assessment results, particularly for lower achievers (Bird et al, 2021). According to one study, findings showed that nearly half of Australian students were impacted by the move to online study with forty-six per cent in early years and vulnerable groups to be at risk of adverse effects of development and disconnection (Brown et al, 2020).…”

Selection of an engineering institution: Students’ perceptions of choice characteristics and suitability under the COVID-19 pandemic

“…(Toquero, 2020) has expressed an emergency need of strengthening practices beyond traditional classrooms and reinforcing curricula in accordance with the learning needs of students. However, after the start of 'online' momentum, it has been simultaneously condemned adversely (K. Bird et al, 2020) (Zia, 2020b) (Rosenberg et al, 2020) (Najmul Hasan & Bao, 2020 for various reasons. Few researchers have talked about hybrid/blended delivery (Rashid & Yadav, 2020;Sia & Adamu, 2020) as a primary solution to continuing pedagogy, but without any analytical base.…”

“…On the other hand, non-computer allied majors are difficult to learn and understand from home (CDC, 2021), unfavourable for online learning (Zia, 2020a) (K. A. Bird, 2020) and can further bring academic loss (Najmul Hasan & Bao, 2020) during the pandemic. Therefore, these students perceive lower suitability under COVID-19 than students associated with computer allied majors.…”

“…The hybrid delivery mode, a mixed version associated with online theory pedagogy and onsite pedagogy for practical and lab work, with safe distancing measures has proven to be successful (Tan, 2020) after the reopening of EIs during the pandemic. Onsite pedagogy is better for learning and understanding tough and hard subjects in person, and learning them from home (online) might be difficult (CDC, 2021) and unfavorable (Zia, 2020) (Bird, 2020), which can bring academic loss (Hasan & Bao, 2020) during pandemics. Because of this, engineering students yearned for onsite and hybrid pedagogy during the COVID-19 pandemic by following social distancing measures, which is appropriate by (Gurukkal, 2020).…”

An assessment of subject-comprehension and subject-command attained through digital learning platforms

“…A multitude of scholarly efforts have been conducted to highlight and address the challenges of digital or remote education [ 1 – 4 , 7 , 9 , 13 , 16 , 18 , 19 , 21 , 23 , 24 , 29 , 34 , 37 ]. One significant problem related to implementation of digital educational system is the use of one-size fits all approach in changing between and across modes of delivery.…”