Remote learning during COVID-19: Student satisfaction and performance (now updated with data going to November 2020)

Loton, Daniel; Parker, Philip D.; Stein, Cameron; Gauci, Sally

doi:10.35542/osf.io/n2ybd

Cited by 22 publications

(29 citation statements)

References 6 publications

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“…Many students recognized the positive impact of greater instructor flexibility and changes in assessment practices on their grades, while recognizing the negative impact of the transition on their understanding of the course material. This is consistent with other survey studies that show that students perceived a negative impact on their learning or were less satisfied with their learning after the transition to remote learning [25,41,45]. In our study, most students also reported negative impacts on interactions with other students and instructors, career preparation, and a feeling of being a part of the biology community at the university.…”

Section: Discussionsupporting

confidence: 92%

“…The slight increase in average student grades in Spring 2020 compared to previous semesters is consistent with other studies that have examined student grades in Spring 2020 at other institutions [45–47]. Interestingly, this increase in student grades was observed both in courses that experienced the emergency transition to remote learning and courses in the online degree program that did not experience a transition in modality.…”

Section: Discussionsupporting

confidence: 87%

“…Thus, the grade increase in Spring 2020 did not fall along the lines of power and privilege in our society and benefited students with all social identities. A similar result was found in a study on student scores at Victoria University in Australia where the researchers found statistically significant but very small differences in the impact of COVID-19 on student scores between demographic groups [45].…”

Section: Discussionsupporting

confidence: 83%

“…Villanueva and colleagues [28] found higher course withdrawal rates among general chemistry undergraduates after students were offered an extended deadline for withdrawing from the course. Despite these negative student experiences, some studies have reported small increases in student grades in Spring 2020 compared to similar courses in previous years [45–47].…”

Section: Introductionmentioning

confidence: 99%

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COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

Supriya¹,

Mead²,

Anbar³

et al. 2021

Preprint

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Institutions across the world transitioned abruptly to remote learning in 2020 due to the COVID-19 pandemic. This rapid transition to remote learning has generally been predicted to negatively affect students, particularly those marginalized due to their race, socioeconomic class, or gender identity. In this study, we examined the impact of this transition in the Spring 2020 semester on the grades of students enrolled in the in-person biology program at a large university in Southwestern United States as compared to the grades earned by students in the fully online biology program at the same institution. We also surveyed in-person instructors to understand changes in assessment practices as a result of the transition to remote learning during the pandemic. Finally, we surveyed students in the in-person program to learn about their perceptions of the impacts of this transition. We found that both online and in-person students received a similar small increase in grades in Spring 2020 compared to Spring 2018 and 2019. We also found no evidence of disproportionately negative impacts on grades received by students marginalized due to their race, socioeconomic class, or gender in either modality. Focusing on in-person courses, we documented that instructors made changes to their courses when they transitioned to remote learning, which may have offset some of the potential negative impacts on course grades. However, despite receiving higher grades, in-person students reported negative impacts on their learning, interactions with peers and instructors, feeling part of the campus community, and career preparation. Women reported a more negative impact on their learning and career preparation compared to men. This work provides insights into students’ perceptions of how they were disadvantaged as a result of the transition to remote instruction and illuminates potential actions that instructors can take to create more inclusive education moving forward.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

Supriya¹,

Mead²,

Anbar³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Despite that, their study also revealed that both teachers and students are satisfied with the application of online learning and teaching. Loton et al (2020) studied online learning during the COVID-19 pandemic with their satisfaction and performance. The result of their findings showed that there is a significant impact on both performances of the students and their level of satisfaction with online teaching and learning during the COVID-19 outbreak.…”

Section: Review Of Related Workmentioning

confidence: 99%

Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching

Hashemi

2021

Cogent Arts & Humanities

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The outbreak of COVID-19 affected almost every sector, including higher education institutions across the world particularly Afghanistan educational system. For this purpose, the researcher aimed to investigate the effects of COVID-19 on the academic performance of Afghan students and their level of satisfaction with online teaching. It also explored the significant difference in academic performance of students along with their satisfaction level with online teaching across gender. There were 1231 respondents, including 867 males and 364 females, from public and private universities of Afghanistan. Descriptive and inferential statistical analyses were employed. The findings of the study revealed that COVID-19 has negatively affected the academic performance of Afghan students and the students were highly dissatisfied with online teaching during this critical moment. Besides, the study revealed significant differences in the academic performance of students and their level of satisfaction with online teaching across gender. A strong positive correlation was found between the academic performance of Afghan students and their level of satisfaction with online teaching during the COVID-19 outbreak. According to the findings of the study, several implications and recommendations have been provided.

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Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing

Vollmann,

Scheepers,

Hilverda

2024

Eur J Psychol Educ

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This study investigated whether the amount of emergency remote teaching (ERT) was negatively associated with students’ academic performance in terms of study delay and explored whether this association was mediated by study-related experiences, i.e. students’ education satisfaction and subsequently academic wellbeing (academic burnout and academic engagement). The study was conducted during the academic year 2020/2021 and 680 students from all conventional Dutch universities participated. The amount of ERT and study-related experiences were measured at three time points throughout the academic year and the respective scores were averaged for data analysis. Study delay was assessed at the end of the academic year (last time point). The hypothesised model was tested using path analysis. A higher amount of ERT was associated with a higher risk of study delay and this association was mediated by study-related experiences in two ways. First, a higher amount of ERT was related to lower education satisfaction, which in turn increased the risk of study delay. Second, a higher amount of ERT was related to lower education satisfaction, which in turn was associated with lower academic wellbeing, i.e. more academic burnout and less academic engagement, which in turn increased the risk of study delay. The findings suggest that education satisfaction and academic wellbeing are mechanisms underlying the detrimental effect of ERT on study performance, with education satisfaction playing a central role. To avoid students incurring study delay, universities are advised to implement ERT and online education in general in such a way that students’ education satisfaction gets preserved.

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Remote learning during COVID-19: Student satisfaction and performance (now updated with data going to November 2020)

Cited by 22 publications

References 6 publications

COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching

Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing

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