Abstract
Undergraduate and graduate education students completed a survey to examine their attitudes toward remote instruction during the coronavirus pandemic. At the conclusion of the Spring 2020 semester in which all courses transitioned from a face-to-face to an online format, students, N = 93, were asked to describe what worked well in their courses in regards to their remote instruction experience and, when things did not go so well, what would have helped to make their experience better. The qualitative data were coded, and inductive analysis was used to generate categories (Johnson, 2012; Strauss & Corbin, 1998). Responses were grouped into labeled categories, and illustrative quotes were chosen to represent categories. Results revealed that remote instruction was somewhat worse than regular instruction. Across all respondents, analysis of responses to the open-ended questions revealed four themes that students believed were integral to remote instruction, (1) communication between students and faculty, (2) flexibility with assignments, (3) increased virtual interaction, and (4) support. Findings suggest how faculty can facilitate and ameliorate remote and hybrid instruction for their students.
Highlights
The coronavirus (COVID-19) has changed the world with the ripple effects of the pandemic to be felt for years to come (Allen et al, 2020; Politico, 2020)
In order to determine how the consequences of the COVID-19 pandemic affected students, undergraduate and graduate students in one teacher education department were given a survey to evaluate their experience switching from regular, classroom instruction to remote instruction
The results revealed 12 students (13%) felt their experience with remote instruction was much worse than regular instruction
Summary
The coronavirus (COVID-19) has changed the world with the ripple effects of the pandemic to be felt for years to come (Allen et al, 2020; Politico, 2020). Faculty at universities and colleges had to learn how to adapt to remote instruction, while considering the diverse academic and social emotional needs of students in remote locations This balance was further challenged by the mandate of social distancing and unequal access to technology. In order to determine how the consequences of the COVID-19 pandemic affected students, undergraduate and graduate students in one teacher education department were given a survey to evaluate their experience switching from regular, classroom instruction to remote instruction. They were asked to assess what worked well in their courses and what would have helped to make their experience a better one. What specific features did students identify as areas for improvement during remote instruction?
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