Teaching and Learning in the Time of COVID: The Student Perspective

Barbara Means · Julie Neisler

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Education during COVID-19 pandemic Online and Blended Learning E-Learning and COVID-19

Abstract

This article describes findings from the Survey of Student Perceptions of Remote Teaching and Learning, which was administered to a random national sample of 1,008 U.S. undergraduates taking for-credit college courses that began with in-person classes and shifted to remote instruction in spring 2020. Course satisfaction levels were much lower after courses moved online, and students recounted an array of barriers to their continued learning. More than 1 in 6 students experienced frequent internet connectivity issues and/or hardware and software problems severe enough to interfere with their ability to continue learning in their courses. Students from all backgrounds struggled to stay motivated and missed getting immediate instructor feedback and collaborating with their fellow students. Students of color and students from lower-income households experienced more challenges than did non-Hispanic White students and students from higher-income households. However, even with the challenges of an unplanned shift to remote learning, a majority of students were at least somewhat satisfied with their learning in the course after COVID, and satisfaction was higher for those courses using more of the practices recommended for effective online instruction.

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References

2014Active learning increases student performance in science, engineering, and mathematics 2011A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students 2007ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES 2012College Students' Sense of Belonging: A Key to Educational Success for All Students 2014Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?2016How do online course design features influence student performance?2013The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system 2002Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda

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