College students’ experience of emergency remote teaching due to COVID-19

tae-eun, shim; Lee, Song Yi

doi:10.1016/j.childyouth.2020.105578

Cited by 217 publications

(226 citation statements)

References 13 publications

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“…Students’ responses make it clear that opportunities for students to engage with their peers and the instructor need to be built into both synchronous and asynchronous instruction ( Wilcox & Vignat, 2020 ). Shim and Song (2020) found that the absence of interaction between students and professors reduced their satisfaction with ERT. Bai and colleagues ( 2020 ) found that most students preferred the physical classroom because of the absence of interaction in an online environment.…”

Section: Literature Reviewmentioning

confidence: 98%

“…Many studies address the issue of technology challenges, particularly in the context of students who do not have adequate access to the internet, computers/printers, or lack technological skill to negotiate the online environment (e.g., Aboagye et al., 2020 ; Shim & Song, 2020 ; Trust & Whalen, 2020 ; Wiltse et al., 2020 ; Mseleku, 2020) . Gillis and Krull (2020) discovered that internet and technology barriers were widespread.…”

Section: Literature Reviewmentioning

confidence: 99%

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Student input on the effectiveness of the shift to emergency remote teaching due to the COVID crisis: Structural equation modeling creates a more complete picture

Buttler

George

Bruggemann

2021

International Journal of Educational Research Open

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A study was conducted to assess student reaction to the shift to Emergency Remote Teaching (ERT) due to the COVID crisis in March of 2020. Four hundred students were randomly selected from a small private university database in central Alberta, Canada. A 65.5% response rate resulted in a final N of 262. These students responded to a 32-item questionnaire that assessed a number of factors that impacted four criterion variables: professor performance, quality of learning, affect on the final grade, and likelihood of returning in the Fall if their university was online. Results showed that the greatest predictors of the criterion variables were: professor support, professor caring, satisfaction with the final exam format, a relaxed schedule, quality of presentation, emotional response, adequate technological resources, and student input. Structural equation modeling creates a model that sorts out the relative impact of predictors on each criterion variable.

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Section: Literature Reviewmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

Student input on the effectiveness of the shift to emergency remote teaching due to the COVID crisis: Structural equation modeling creates a more complete picture

Buttler

George

Bruggemann

2021

International Journal of Educational Research Open

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“…Numerous studies regarding online learning across higher education have been conducted, that have enhanced both the understanding and practical implications of adopting different modes of online learning, such as blended, asynchronous, and synchronous learning [15]. To determine the success of e-learning in higher education student satisfaction is an important indicator to determine performance [2,5,[8][9][10][11][12][13][14][15][16]. Duque (2013) proposed a framework for evaluating higher education performance with students' satisfaction, perceived learning outcomes, and dropout intentions, and found that dropout intentions were strongly and negatively associated with student satisfaction [32].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Countries and cities continue to be locked down to promote social distancing and prevent excessive gatherings, controlling the further spread of COVID-19 [1]. Due to the unpredictable length of this pandemic, most education institutes have adopted emergency remote learning (ERL) via online learning platforms, to replace most, if not all, face-to-face theoretical and practical lessons [2][3][4][5]. Even programs traditionally taught in person have rapidly shifted to online learning, to fulfill education obligations and…”

Section: Introductionmentioning

confidence: 99%

Predicting student satisfaction of emergency remote learning in higher education during COVID-19 using machine learning techniques

2021

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Despite the wide adoption of emergency remote learning (ERL) in higher education during the COVID-19 pandemic, there is insufficient understanding of influencing factors predicting student satisfaction for this novel learning environment in crisis. The present study investigated important predictors in determining the satisfaction of undergraduate students (N = 425) from multiple departments in using ERL at a self-funded university in Hong Kong while Moodle and Microsoft Team are the key learning tools. By comparing the predictive accuracy between multiple regression and machine learning models before and after the use of random forest recursive feature elimination, all multiple regression, and machine learning models showed improved accuracy while the most accurate model was the elastic net regression with 65.2% explained variance. The results show only neutral (4.11 on a 7-point Likert scale) regarding the overall satisfaction score on ERL. Even majority of students are competent in technology and have no obvious issue in accessing learning devices or Wi-Fi, face-to-face learning is more preferable compared to ERL and this is found to be the most important predictor. Besides, the level of efforts made by instructors, the agreement on the appropriateness of the adjusted assessment methods, and the perception of online learning being well delivered are shown to be highly important in determining the satisfaction scores. The results suggest that the need of reviewing the quality and quantity of modified assessment accommodated for ERL and structured class delivery with the suitable amount of interactive learning according to the learning culture and program nature.

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“…Therefore, it is worth considering the tools to ensure networking implementation in practice. Scholars agree tat networking is crucial during Covid-19 caused remote education (Shim, Lee, 2020). However, the author's personal experience reveals that much depends on internal readiness of the group members to the respective activities as part of the learning process and not just entertainment.…”

Section: Students' Networkingmentioning

confidence: 98%

He Concept of Personalized Communication in the Course of University-Based Training Within Remote Training During Covid-19 Quarantine: Components and Tools

Gorbatenko¹

2021

Proceedings of INTCESS 2021- 8th International Conference on Education and Education of Social Sciences

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The paper aims to explore components that form the concept of personalized communication and tools that contribute to enhancing personalized contacts, provide grounds for students and teachers' mutual engagement in training within the context of unscheduled move to remote training during COVID 19 quarantine. The research design integrated the analysis of the relevant literature and empirical observation of the students' and teachers' activities, as well as the discussion thereof during the regular department meetings in the course of spring and autumn terms of 2020. The paper summarizes the data from the academic literature and the experience of the author who held classes in ten groups every week, including on-line contact hours and homework checking procedures with further comments to the students. The research findings reveal that the maintenance of personalized communication becomes critical for the psychological stability in the on-line classroom. The teacher's personal focus on every student's needs helps each student maintain his or her social self-identity in terms of personal capacity for studies, academic progress, interaction with teachers and peers in the learning group, etc. The choice of the adequate communication techniques plays a significant role in the above. These techniques need tailoring to a particular theme of the learning module, students' feelings and moods, etc. The above data leads to the conclusion that remote training during in the period of health emergencies cannot limit the discussion to the actors' digital skills, the institution infrastructure capacities, administrative regulations, and operation management. The teachers' capacities to tune the communication to emergency contexts of training are crucially important. Therefor the university leadership should be aware of this aspect, as well, to be able to provide the necessary support and tools

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College students’ experience of emergency remote teaching due to COVID-19

Cited by 217 publications

References 13 publications

Student input on the effectiveness of the shift to emergency remote teaching due to the COVID crisis: Structural equation modeling creates a more complete picture

Student input on the effectiveness of the shift to emergency remote teaching due to the COVID crisis: Structural equation modeling creates a more complete picture

Predicting student satisfaction of emergency remote learning in higher education during COVID-19 using machine learning techniques

He Concept of Personalized Communication in the Course of University-Based Training Within Remote Training During Covid-19 Quarantine: Components and Tools

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