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ERIC Number: EJ1404612
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0098-6283
EISSN: EISSN-1532-8023
Learning in the Time of COVID: Undergraduate Experiences of a Mid-Semester Transition to Virtual Learning Due to the COVID-19 Pandemic
Morgan P. Reid; Sarah M. Ghose; Ashley R. MacPherson; Sahar M. Sabet; Claire M. Williams; Natalie D. Dautovich
Teaching of Psychology, v51 n1 p81-92 2024
Background: The COVID-19 pandemic caused an unprecedented mid-semester transition to virtual learning. Instructors and students had to adapt to new ways of delivering and receiving course material. Objective: The present investigation examined whether course format and sense of belongingness were associated with learning satisfaction during the COVID-19 pandemic, as well as racial/ethnic or gender identity differences in academic experiences during this time. The current study also explored student perceptions of instructor support, changes in workload, and changes in learning. Method: Undergraduate students (N = 157) responded to quantitative and qualitative items regarding their academic experiences during the first semester of the pandemic in an online survey. Results: Blended courses were associated with poorer outcomes than solely synchronous and asynchronous courses. There were no racial differences in academic experiences; however, women had more positive academic experiences than men. Greater academic and campus belongingness predicted better academic experiences. Students perceived clear, frequent instructor communication as vital to their success. Conclusion: Students' experiences with virtual learning varied depending on instructor and student factors.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A