Remote online learning outcomes in introductory psychology during the COVID-19 pandemic.

Abstract

This study investigated factors contributing to Introductory Psychology students' success in remote online learning during the coronavirus disease (COVID-19) pandemic. Building on the composite persistence model, we used learning outcomes assessment data to examine student characteristics (demographics), skills, and internal and external factors as predictors of performance of diverse students (N = 1,270) enrolled at an open-enrollment, Hispanicserving institution in Fall 2020. In keeping with prepandemic national trends, Hispanic/ Latinx and Black/African American students performed worse across outcomes (pass/fail, homework submission, quiz scores, and test grades), as did males on most outcomes. Reading comprehension skill predicted all outcomes over and above student characteristics. For internal factors, greater perceived difficulty of transitioning to online learning adversely impacted most outcomes. Self-reported digital multitasking was unrelated to outcomes; only 25% of students identified difficulties with attention and motivation as a learning challenge. For external factors, the use of handheld devices to complete homework was associated with worse outcomes. About half (49%) identified digital access as a challenge, though identifying this challenge was unrelated to outcomes. Additionally, students in larger sections (≥119 students) performed worse. Students who noted specific challenges (e.g., digital access, disruptive environments) at the start of the semester tended to be from demographic groups (e.g., females) with better outcomes. Cumulatively, these factors accounted for only 10.4%-16.5% of variance in course outcomes, suggesting that other factors beyond the present study's scope (e.g., student, family, and community mental and physical health) may have also impacted learning during the pandemic.

Online course formats and student self-efficacy in academic skills predict persistence in introductory psychology.

“…These findings appear to be in line with national trends in higher education (National Center for Education Statistics, 2021) and concerns about equity in online learning (Tate & Warschauer, 2022). Regarding student skills, reading comprehension was positively associated with online learning outcomes (Gravelle, Brodsky et al, 2022), which is in keeping with decades of prepandemic research on Introductory Psychology, taught in varied formats, linking students’ reading abilities with learning outcomes (e.g., Altman et al, 2022; Gerow & Murphy, 1980).…”

“…This may include, for example, slow Internet, too many people needing to use the computer, etc. , adapted from Ober et al (2021) and Gravelle, Brodsky et al, (2022). They were also given an optional question What are some of the other challenges that you are experiencing that make it difficult to get your schoolwork done?…”

“…We examined students’ responses by identifying common themes and associated keywords following Ober et al (2021) and Gravelle, Brodsky et al, (2022) coding scheme. Using the coding scheme, we first manually coded 20% of the responses using binary variables for each theme (0 = not reported , 1 = reported ).…”

“…The composite persistence model (Rovai, 2003) is a framework for understanding factors associated with student success in completing online courses, including student characteristics (e.g., age, gender), skills (e.g., reading comprehension, technology readiness), internal factors (e.g., self-efficacy, self-regulation) and external factors (e.g., work and family obligations). In terms of student characteristics, in prior work investigating Introductory Psychology learning outcomes during the pandemic, male students and demographic groups that are historically underserved in higher education (i.e., students who identify as Black/African American and/or Hispanic/Latinx) were less likely to pass the course (Gravelle, Brodsky et al, 2022). These findings appear to be in line with national trends in higher education (National Center for Education Statistics, 2021) and concerns about equity in online learning (Tate & Warschauer, 2022).…”

“…With regard to internal factors, students’ self-efficacy predicted final exam grades and perceived learning (Gurung & Stone, 2020) and the number of assignments submitted (Ober et al, 2021) in Introductory Psychology courses after the abrupt transition to remote instruction caused by the pandemic outbreak in Spring 2020. However, in Fall 2020, learning outcomes in Introductory Psychology were predicted by students’ ratings of the difficulty of transitioning to online instruction, with no additional effect of self-efficacy beliefs (Gravelle, Brodsky et al, 2022). Cho and Shen (2013) also did not find a relation between academic self-efficacy and students’ grades in an online Introductory Gerontology course taught prior to the pandemic.…”