COVID-19 Campus Closures in the United States: American Student Perceptions of Forced Transition to Remote Learning

Susan W. Parker, Mary A. Hansen and Carianne Bernadowski
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Susan W. Parker: Department of Education, Faculty of the School of Nursing, Education, and Human Studies, Robert Morris University, Moon Township, PA 15668, USA
Mary A. Hansen: Department of Education, Faculty of the School of Nursing, Education, and Human Studies, Robert Morris University, Moon Township, PA 15668, USA
Carianne Bernadowski: Department of Education, Faculty of the School of Nursing, Education, and Human Studies, Robert Morris University, Moon Township, PA 15668, USA

Social Sciences, 2021, vol. 10, issue 2, 1-18

Abstract: As colleges and universities rapidly closed due to COVID-19, students and faculty were faced with unique challenges. The pandemic forced the cancellation of all campus activities, both extra-curricular and program-focused, such as student teaching experiences and nursing clinical rotations. Additionally, instructors were forced to rethink content delivery as coursework was quickly moved online and administered remotely via virtual platforms. Students were impacted as university level programs underwent a major paradigm shift within a matter of days or weeks. This study examined perspectives of undergraduate and graduate students regarding their experiences with rapid conversion from on-ground, in-person courses to remote instruction during the spring 2020 semester. The researchers employed a QUAN-QUAL descriptive mixed methods design. Using questionnaires and semi-structured interviews, the researchers examined general perspectives on in-person learning before the pandemic; initial perceptions about remote learning; and perceptions of the students about effort, engagement, needs, and ethical behavior as they engaged in totally remote learning. Results, analyzed using SPSS (QUAN) and inter-coder agreement (QUAL), indicated that initially students were engaged and satisfied with their in-person instruction, but became less satisfied and engaged during remote instruction. Undergraduate students experienced feelings of increased frustration, decreased accountability and engagement during remote learning, and turned to collaboration to earn points as they finished the semester.

Keywords: COVID-19; remote learning; higher education; student perspectives (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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