Abstract
Purpose A recent summary of ASHA surveys (fielded in March and April 2020) has delineated the pandemic-related challenges in education of communication sciences and disorders (CSD). This paper aimed to estimate how COVID-19 affected college seniorsâ learning and course performance, and discuss how a threat is posed to workforce entering. Methods Ninety-eight written reflections were analyzed using a descriptive analysis to determine how sudden termination of face-to-face instruction affected learning, and subsequently impacted seniorsâ completion of course assignments and test performance. Results It was found that studentsâ loss of motivation, concentration, and/or self-discipline when adjusting and adapting to the pandemic posed the greatest challenge to knowledge acquisition and studying. Losing class engagement and face-to-face clinical exposure greatly hindered skill application; both elements lowered preparedness and satisfaction of college experience, and might reduce seniorsâ competitiveness and readiness to launch a new job. Conclusions As the coronavirus era is evolving, student comments and reflections become particularly valuable for gaining insights into improving online teaching and learning for future career. Keywords: COVID-19; Student experience; Student reflection; Remote learning
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