This study's purpose was to research trends in community college students' perceptions of online learning during the COVID-19 pandemic and discover factors related their success, applying this knowledge to nursing education. Community college students (N=156) participated in the 34-question survey that asked questions related to perception of online learning, instructor involvement and characteristics of success. Thirty-seven percent of the sampling self-reported that they were nursing or allied health majors (N=51). A Bonferroni post hoc analysis showed strong differences between the students' ages and self-reported characteristics of success. A Pearson two-tailed correlation showed a correlation between instructor support and ease of transition to online learning (r=.312, p=>.000) as well as a correlation between instructors providing ways to effectively communicate, promoting a deeper connection during the online learning transition during the pandemic (r=.729, p=>.000). An ANOVA showed a strong correlation between students who had not taken online courses before the pandemic and attitudes about how much was learned compared to live classroom formats (F (1,145) =9.697, p=.002). There were no significant differences in nursing students' responses and other majors regarding the transition to online learning or personal characteristics indicative of online learning success (Nursing SD=.738; Non-nursing SD=.781). Nursing students reported similarly of the correlation between instructor involvement/communication, deadline flexibility, student effort, and online learning success (Nursing SD=.964; Non-nursing SD=.967). Previous research was reinforced but more studies should be done to identify ways educators can enhance online learning to address student concerns.

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