Impact of Transitioning to Remote Learning on Student Learning Interactions and Sense of Belonging Among Public Health Graduate Students

Abstract

Student learning interactions and a sense of belonging are imperative to academic success within distance education settings. In March 2020, during the COVID-19 pandemic, students who intended to be educated through in-person learning environments had to shift to remote learning suddenly. In public health, a field that emphasizes experiential and interactive learning, instructors and graduate students enrolled in residential in-person programs transitioned to remote learning with limited knowledge of how this transition would impact student learning interactions and a sense of belonging. To address these gaps, we examined how remote learning impacted Master of Public Health students’ learning interactions with peers, instructors, course content, as well as their sense of belonging in an overall sample and stratified by program year. We found that students perceived challenges interacting with peers, content, and instructors, such as a lack of community and an inability to interact with instructors during course discussions. Students reported not feeling a sense of belonging when engaging with peers and instructors. Findings from this study shed light on the challenges that emerged after students transitioned to remote learning, namely disrupted student learning interactions and a decreased sense of belonging. The study provides recommendations for future remote teaching, which may be of utility to university instructors and administrators tasked with creating and implementing an interactive remote learning curriculum that provides students with a community to foster learning.

Public Health Graduate Students’ Longitudinal Perceptions of Remote Learning Challenges and Career Goals During an Ongoing Public Health Crisis

“…Participant demographics have been previously published elsewhere (Zamora et al, 2022). Approximately 77% (36/47) of participants identified as female, 64% (30/47) reported being 20 to 24 years old, and 62% (29/47) reported being non-Hispanic white.…”

“…Although most institutions have now switched back to in-person learning, students now expect the flexible and accessible nature of course materials such as lecture recordings or hybrid options (Supiano, 2022). This new shift in the expectations of students concerning learning modalities has resulted in a loss of students’ assimilation into the classroom environment and their degree programs, leaving students without the typical student-instructor, student-content, and student-student interactions (Zamora et al, 2022). Those social interactions with instructors, for example, are critical for academic success and professional development, such as communication or networking for internship or job prospects (Raposa et al, 2021).…”

Belonging, wellbeing and stress with online learning during COVID-19

“…Instead, it is central to a relationship-rich education that can invigorate a learning environment that could foster and sustain a sense of belonging in students. Belonging ignites a heightened sense of relatedness with others and their academic learning in ways that could promote wellbeing and reduce study-related stressors (Tice et al 2021;Kirby and Thomas 2022;Zamora et al 2022).…”

“…Brodie and Osowska (2021) note that there is still a dearth of understanding as to what a sense of belonging might entail in the online space and contend that intentional curriculum design and delivery that foregrounds this affective dimension is crucial. A key issue that appears central to the notion of student belonging is the extent to which online programme design and delivery factors in the idea of community in the online space, through meaningful interaction between students and between students and lecturers (Zamora et al 2022). When interactions are meaningful, students develop webs of significant relationships and are inspired to learn (Felten and Lambert 2020).…”

Online Learning: Innovative Approaches for Public Health and Health Promotion Pedagogy

“…The issue ends with three best practices papers that share information about student engagement, internship supervisor training, and a data visualization curriculum. Zamora, August, Fossee, and Anderson (2023) discuss how remote learning affected MPH students’ interactions with other students, instructors, and course content, and how it affected the students’ sense of belonging. In their discussion, the authors share recommendations for building community in online classrooms that can be used to address feelings of student isolation and lack of connection.…”