Rapid Transitioning to Remote Learning: Shared Responsibility and Coping Strategies

Abstract

This study examined the impact of shared responsibility on the relationship between marketing and other business students’ coping strategies and their satisfaction with the rapid transitioning to remote learning and academic performance expectations. COVID-19 (coronavirus disease 2019) rapidly altered and challenged higher education to maintain pedagogical services provided to students, regardless of faculty or student readiness or experience. As such, shared responsibility can be critical in times of crisis when the university community must pull together for mutual success. Findings indicate that students’ sense of shared responsibility and healthy coping mechanisms lead to student satisfaction with the transition process and more positive academic outcomes. This study is the first to empirically examine shared responsibility in higher education during a crucial period to the authors’ knowledge. By promoting shared responsibility, marketing educators can improve student outcomes and identify those who may need additional support resources.

Don’t Waste a Crisis: COVID-19 and Marketing Students’ Self-Regulated Learning in the Online Environment

“…Our study also adds to a small but growing body of work in marketing education that explores how the COVID-19 pandemic is affecting business students’ learning (e.g., Cao et al, 2021; Peltier et al, 2021). We show that the drastic shift in the learning environment and learning methods has led to student resilience.…”

“…Yet the COVID-19 pandemic has brought about one of the most radical disruptions to higher education—namely, an unprecedented level of transformation in teaching, with an unknown impact on changes in student attitudes toward performance. The broader discussion on pandemic pedagogy among marketing academics was the impact this abrupt transition to remote learning had on students’ class preparation and class learning (e.g., Cao et al, 2021; Peltier et al, 2021; Rippé et al, 2021; Wooldridge et al, 2021). We aim to add to the emerging body of work on “pandemic pedagogy” that is underscored by recent radical disruptions in learning (Cao et al, 2021).…”

“…The broader discussion on pandemic pedagogy among marketing academics was the impact this abrupt transition to remote learning had on students’ class preparation and class learning (e.g., Cao et al, 2021; Peltier et al, 2021; Rippé et al, 2021; Wooldridge et al, 2021). We aim to add to the emerging body of work on “pandemic pedagogy” that is underscored by recent radical disruptions in learning (Cao et al, 2021). Research on variables such as market and technological turbulence traditionally tends to examine the changes in the composition of customers or technology (e.g., Paladino, 2008; Schlegelmilch, 2020), but to our knowledge, no study has focused on these changes in the context of radical environmental shifts such as that presented by the pandemic.…”

What Motivates Marketing Educators to Attend In-Person and Virtual Academic Conferences in a Time of Pandemic Pedagogy?

“…Most studies comparing virtual or in-person experiences in pandemic pedagogy have focused on the classroom setting (Cao et al, 2021; Rippé et al, 2021; Swanson et al, 2021). Although much attention has been given to instruction-related investigations (Agasisti & Soncin, 2021; Mitchell et al, 2021; Moreira et al, 2022), no pandemic pedagogy research to date has examined instructor-related professional development.…”

“…Research regarding rapid transitions due to the global pandemic has focused on the student experience, including social isolation (Rippé et al, 2021), anxiety (Peltier et al, 2021), satisfaction (Swanson et al, 2021), and shared responsibility (Cao et al, 2021), to name a few. Research has also investigated the quick adoption or modification of pedagogical techniques to accommodate remote learning (Mitchell et al, 2021), maintain student engagement (Agasisti & Soncin, 2021), and promote digital instruction (Moreira et al, 2022).…”