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College students' experience of emergency remote teaching due to COVID-19.

ABSTRACT: This study analyzed South Korean college students' experiences of emergency remote teaching as a result of COVID-19 utilizing thematic analysis, which is a flexible and in-depth qualitative method used to analyze the similarity and association between individually derived theme words and discover meaningful associative relationships. The subjects of the study were college students at D University selected by purposeful sampling technique. A semi-structured questionnaire focusing on students' satisfaction and dissatisfaction with emergency remote teaching as well as their desired improvement was distributed online, and a total of 393 student responses were collected for analysis. According to the results of the study, the most common environment and method for participating in classes were student homes and personal laptops. Students noted some positive features of emergency remote teaching such as comfortable educational environments, smooth interactions, and efficient time utilization, while network instability, unilateral interactions, and reduced concentration were shown to be causes of students' complaints. Areas students identified for improvement were closely related to the causes of complaints, such as network stabilization, recorded lecture sharing, and the activation of interactions. The results of this study concluded that college students' educational environments are important, and the quality of interactions can vary depending on the teachers and technology used. Based on the results of this study, an improved and effective emergency remote teaching system maintaining academic achievement similar to traditional classroom teaching can be designed in preparation for any possible future crisis like COVID 19.

SUBMITTER: Shim TE

PROVIDER: S-EPMC7550861 | biostudies-literature | 2020 Dec

REPOSITORIES: biostudies-literature

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College students' experience of emergency remote teaching due to COVID-19.

Shim Tae Eun TE Lee Song Yi SY

Children and youth services review 20201013

This study analyzed South Korean college students' experiences of emergency remote teaching as a result of COVID-19 utilizing thematic analysis, which is a flexible and in-depth qualitative method used to analyze the similarity and association between individually derived theme words and discover meaningful associative relationships. The subjects of the study were college students at D University selected by purposeful sampling technique. A semi-structured questionnaire focusing on students' sat ...[more]

PMID: 33071405

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Project description:Student engagement in online learning enhance students performance and the outcomes of the learning process in online learning environment. The existed literature revealed various factors influencing student engagement in online leaning, however these studies were before the COVID-19 crisis. The purpose of the current paper is to explore the factors that influence student engagement in online learning during the COVID-19 crisis in middle school settings in developing countries where is a lack of studies about the factors influencing student's engagement in emergency remote learning during the crisis. A qualitative approach was used for data collection and analysis. Semi-structured interviews with 34 participants (14 students, 13 teachers, and 7 parents) were conducted for 20-30 min. Furthermore, online class observations were used for data collection; 13 online classes were observed. Each class was 40 min. A thematic analysis was used to categorize the findings into themes and subthemes. The findings of the study revealed that various factors influence student engagement in online learning during the crisis including infrastructure factors, cultural factors, digital inequality, and the threat to digital privacy. Cultural factors were the important factor that influences females because of parents' culture and their bias against females using online learning compared to male students. Teachers' presence and quality of content were the major factors that influence student engagement, where parental concerns, norms, and traditions emerged as the major factors in the crisis, influencing engagement. Most of the participants reported that teaching and learning online during the crisis has broadened the digital inequality and threatened their digital privacy which influenced negatively student engagement. The limitations of this research included the limited number of participants covering a large geographic area, and the research design using diverse and often limited educational software and delivery methods. Future studies could utilize a mixed-method approach and include more participants.Supplementary informationThe online version contains supplementary material available at 10.1007/s10639-021-10566-4.

Project description:IntroductionDuring the COVID-19 pandemic, emergency remote teaching was implemented at all conventional Dutch universities; however, the degree of limitations in on-campus teaching and learning varied during the pandemic dependent on the strictness of the measures. In the present study, it will be investigated how study-related experiences of university students changed in the face of varying limitations in on-campus teaching and learning.MethodsThe study had a longitudinal natural experiment design with three points of measurement during the academic year 2020-2021: November-December 2020 (t1; campuses partially open), March 2021 (t2; campuses fully closed) and June-July 2021 (t3; campuses partially open). In total, 680 Dutch university students (65.9% female; age: M = 21 years, SD = 2.06) filled in online surveys measuring study-related wellbeing (academic burnout and study-engagement), study-related behavior (study effort), and study-related attitudes (education satisfaction, online self-efficacy, and attitudes toward online education).ResultsOverall, students reported moderate levels of academic burnout, study engagement, study effort, education satisfaction, and online self-efficacy; their attitudes toward online education were rather negative. Students' study-related wellbeing and education satisfaction decreased in the period when on-campus teaching and learning was impossible (t2) compared to periods in which on-campus teaching and learning was possible at a low level with several restrictions (t1 and t3). Students' attitudes toward online education and online self-efficacy slightly increased at the end of the academic year (t3); however, the attitudes toward online education remained negative.DiscussionThe findings indicate that students' academic burnout, study engagement, and education satisfaction varied over the course of the academic year in the context of changing limitations in on-campus teaching and learning. To facilitate positive study-related experiences, universities are advised to offer as much on-campus education as possible in times of pandemics.

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College students' experience of emergency remote teaching due to COVID-19.

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College students' experience of emergency remote teaching due to COVID-19.

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