دورية أكاديمية
Learning in the Time of COVID: Undergraduate Experiences of a Mid-Semester Transition to Virtual Learning Due to the COVID-19 Pandemic
| العنوان: | Learning in the Time of COVID: Undergraduate Experiences of a Mid-Semester Transition to Virtual Learning Due to the COVID-19 Pandemic |
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| اللغة: | English |
| المؤلفون: | Morgan P. Reid, Sarah M. Ghose (ORCID |
| المصدر: | Teaching of Psychology. 2024 51(1):81-92. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Pandemics, Undergraduate Students, Student Experience, Educational Change, Distance Education, Electronic Learning, Sense of Community, Student Satisfaction, Racial Differences, Gender Differences |
| DOI: | 10.1177/00986283221082987 |
| تدمد: | 0098-6283 1532-8023 |
| مستخلص: | Background: The COVID-19 pandemic caused an unprecedented mid-semester transition to virtual learning. Instructors and students had to adapt to new ways of delivering and receiving course material. Objective: The present investigation examined whether course format and sense of belongingness were associated with learning satisfaction during the COVID-19 pandemic, as well as racial/ethnic or gender identity differences in academic experiences during this time. The current study also explored student perceptions of instructor support, changes in workload, and changes in learning. Method: Undergraduate students (N = 157) responded to quantitative and qualitative items regarding their academic experiences during the first semester of the pandemic in an online survey. Results: Blended courses were associated with poorer outcomes than solely synchronous and asynchronous courses. There were no racial differences in academic experiences; however, women had more positive academic experiences than men. Greater academic and campus belongingness predicted better academic experiences. Students perceived clear, frequent instructor communication as vital to their success. Conclusion: Students' experiences with virtual learning varied depending on instructor and student factors. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1404612 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0098-6283 1532-8023 |
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| DOI: | 10.1177/00986283221082987 |