Abstract
The COVID-19 pandemic disrupted higher education during Spring 2020 by forcing all face-to-face classes to unexpectedly transition to online learning. To better understand how switching to remote learning affected students and the factors that impacted their ability to successfully complete classes, 168 undergraduate students in three different psychology classes (six sections total) were asked in the last week of the semester about their experiences from before and after the switch. Students reported some decreased access to technology, changes in work responsibilities, some amount of physical illness, and the need to care for others who were physically ill. Notably, students consistently reported increased stress and decreased ability to focus. Students varied in how much they prioritized classes after the switch, which predicted their performance in the class, measured by exam grade, overall grade, and completion of attendance before and after the switch. Importantly, survey respondents significantly differed from non-respondents in their class performance, which suggests that results from voluntary surveys may capture a limited perspective and possibly underestimate the detrimental effects of the shift to online instruction. Implications for planning for future online classes in a global pandemic are discussed.
Highlights
MethodsB to PsychologyPSY-B 203 Ethics and Regular Diversity RegularNote. Instructor A is the first author and Instructor B is the second author.Response rate 53.8% 53.3% MaterialsSurvey items
Regular to Psychology HonorsPSY-B 311 Research Regular
Participants accessed the survey through the online learning management system (Canvas) and included questions about how their school, work, and personal life were different “before spring break” in comparison to when classes were held on campus “after spring break,” when all classes were converted to online instruction
Summary
B to PsychologyPSY-B 203 Ethics and Regular Diversity RegularNote. Instructor A is the first author and Instructor B is the second author.Response rate 53.8% 53.3% MaterialsSurvey items. PSY-B 203 Ethics and Regular Diversity Regular. Instructor A is the first author and Instructor B is the second author. Students responded to a survey addressing how switching to remote learning affected them and what factors impacted their ability to successfully complete classes during the spring 2020 semester (see Appendix 1 for all survey items). Participants accessed the survey through the online learning management system (Canvas) and included questions about how their school, work, and personal life were different “before spring break” in comparison to when classes were held on campus “after spring break,” when all classes were converted to online instruction. All items were developed by the authors
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