Abstract
The purpose of this study is to explore the impact of moving courses online during the Emergency Remote Teaching (ERT) spring 2020 semester and the Remote Hybrid Teaching (RHT) semesters [F2020 and S2021] at Fort Hays State University. Using focus group data and magnitude coding, this study concentrated on understanding the on-campus student perspective of instructional deliveries, coursework expectations, juggling priorities, skills gained, and teaching strategies. Findings indicated higher magnitudes for the negative codes involving instructional deliveries, coursework expectations, and juggling priorities. Resulting in a high magnitude of positive codes, students were able to identify some skills gained during ERT and RHT. Findings suggested a preference for the face-to-face learning environment in the future. Using the Community of Inquiry framework, FHSU should focus on teacher presence and social/cognitive presence in upcoming semesters.
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