Community college students’ perspectives on online learning during COVID-19 and factors related to success

Abstract

This study's purpose was to research trends in community college students' perceptions of online learning during the COVID-19 pandemic and discover factors related their success, applying this knowledge to nursing education. Community college students (N = 156) participated in the 34-question survey that asked questions related to perception of online learning, instructor involvement and characteristics of success. Thirty-seven percent of the sampling self-reported that they were nursing or allied health majors (N = 51). A Bonferroni post hoc analysis showed strong differences between the students' ages and self-reported characteristics of success. A Pearson two-tailed correlation showed a correlation between instructor support and ease of transition to online learning (r = .312, p = >.000) as well as a correlation between instructors providing ways to effectively communicate, promoting a deeper connection during the online learning transition during the pandemic (r = .729, p = >.000). An ANOVA showed a strong correlation between students who had not taken online courses before the pandemic and attitudes about how much was learned compared to live classroom formats (F(1,145) = 9.697, p = .002). There were no significant differences in nursing students' responses and other majors regarding the transition to online learning or personal characteristics indicative of online learning success (Nursing SD = .738; N on-nursing SD = .781). Nursing students reported similarly of the correlation between instructor involvement/communication, deadline flexibility, student effort, and online learning success (Nursing SD = .964; Non-nursing SD = .967). Previous research was reinforced but more studies should be done to identify ways educators can enhance online learning to address student concerns.