Student Experiences of Emergency Remote Teaching: Impacts of Instructor Practice on Student Learning, Engagement, and Well-Being

Petillion, Riley J.; McNeil, W. Stephen

doi:10.1021/acs.jchemed.0c00733

Cited by 172 publications

(190 citation statements)

References 22 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%

“…A limited number of studies have examined the educational impact of the pandemic on students. Several publications have reported that students were less engaged [39] and struggled with their motivation to study after the transition to remote learning in Spring 2020 [25,29,40,41]. One study on public health students at Georgia State University did not report lower motivation among students [42], perhaps because of the heightened awareness of the relevance of public health during a global pandemic.…”

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: Introductionmentioning

confidence: 99%

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

“…In addition, teachers cannot know whether all students pay attention, understand their explanations, or have left the meeting [56]. That is the reason these abrupt transitions are regarded as ERT rather than POE [65].…”

Section: Learning Environmentmentioning

confidence: 99%

Relationship between Statistics Anxiety and Academic Dishonesty: A Comparison between Learning Environments in Social Sciences

Eshet

Steinberger²,

Grinautsky

2021

Sustainability

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The current research examines the impact of Statistics Anxiety on academic ethical behavior as manifesting in undergraduate social science students attending introductory statistics courses in different learning environments: Covid-19-Emergency Remote Teaching (ERT), Planned Online Environment (POE), and Face-to-Face (F2F) courses. Data were collected from students in academic institutions studying for a bachelor’s degree in the social sciences. Structural Equation Modeling (SEM) was used to examine the relationship between students’ previous academic achievements and Academic Dishonesty mediated by Statistics Anxiety. The results of multi-group analysis show that path coefficients differ between the three learning environments (POE, F2F, and ERT). Specifically, the results support a model in which previous math and academic achievements are significantly related to Academic Dishonesty mediated by Statistics Anxiety in a POE context only. Accordingly, POE statistics learning is less effective than F2F instruction and practice. Our research shows that instructors’ presence in the learning process reduces students’ anxiety levels and unethical behavior. Thus, we recommend that in POE, the instructor’s presence includes supportive, emphatic, and interpersonal interaction to reduce virtual distance. We conclude that introductory courses in statistics need to empower students experiencing Statistics Anxiety for a better sustainable statistical literacy population.

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“…As a result of this concerted research, evidence of academic student difficulties emerged. For instance, multiple studies found that students in chemistry courses struggled with staying motivated and engaged after the transition to online learning ( 5 , 10 ). In a survey of one lecture-based course, the students who participated in optional active learning activities in person were different from those who participated after the transition to remote learning ( 11 ).…”

Section: Introductionmentioning

confidence: 99%

Student Engagement Declines in STEM Undergraduates during COVID-19–Driven Remote Learning

Wester

Walsh

Arango-Caro

et al. 2021

J Microbiol Biol Educ.

123

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We examined how the shift in learning environment from in-person to online classes, due to the COVID-19 pandemic, impacted three constructs of student engagement: behavioral engagement, including students’ frequency of participating in class discussions, meeting with instructors, and studying with peers outside of class; cognitive engagement, including students’ sense of belonging and self-efficacy; and emotional engagement, including students’ attitudes toward science, their perceived value of the course, and their stress. Seventy-three undergraduate STEM students from across the country completed five-point Likert-style surveys in these areas of student engagement, both prior to their science course transitioning online and at the end of the spring 2020 semester.

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Student Experiences of Emergency Remote Teaching: Impacts of Instructor Practice on Student Learning, Engagement, and Well-Being

Cited by 172 publications

References 22 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

Relationship between Statistics Anxiety and Academic Dishonesty: A Comparison between Learning Environments in Social Sciences

Student Engagement Declines in STEM Undergraduates during COVID-19–Driven Remote Learning

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