Student learning during COVID-19: It was not as bad as we feared.

Lee, Kyungmee; Fanguy, Michael P.; Lu, Xuefei; Bligh, Brett

doi:10.1080/01587919.2020.1869529

Cited by 107 publications

(110 citation statements)

References 17 publications

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“…Nevertheless, it was noted that high attrition rates can possibly be mitigated by offering services (personal counselling and mental health/ career guidance) to the online students. Lee et al (2021) commented on the outstanding resilience of the students during ERT, especially those who created customized learning experiences. This augurs well for future design of the course.…”

Section: Study Limitations and Closing Commentsmentioning

confidence: 99%

The impact of emergency remote teaching on a blended engineering course: perspectives and implications for the future

2021

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Higher education institutions globally were forced to transition to remote teaching and learning when the Covid-19 pandemic impacted the world in 2020. The rushed, unplanned nature of the transition led to the approach being labeled Emergency Remote Teaching (ERT). This paper evaluates the impact of ERT on a blended course in engineering using a descriptive case study approach applying the Context, Input, Process and Product (CIPP) evaluation model. The context analysis highlighted the need for consistent training in the use of technology, technical support for stakeholders, greater access to the Internet and timely, targeted communication. Students appreciated the convenience of online classes and accessibility to recorded lectures and labs allowing them to review at their own pace. There was a perception that the new learning environment placed some students at a disadvantage. These findings suggested a need to ensure deliberate planning for online learning from the start and attention to building a community of learners. Findings from the study can contribute to a university's exploration of the academic enterprise. These findings can also help identify mitigating factors for effective online learning.

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Section: Study Limitations and Closing Commentsmentioning

confidence: 99%

The impact of emergency remote teaching on a blended engineering course: perspectives and implications for the future

2021

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“…For example, found a decrease in competition among the students, which might be particularly beneficial for those students who do not thrive in a competitive environment. Thus, while the negative impact of the pandemic is undeniable, we should not neglect potential positive experiences either (Lee et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Feeling exhausted and isolated? The connections between university students’ remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic

Juntunen¹,

Tuominen²,

Viljaranta³

et al. 2021

Preprint

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We investigated university students’ remote teaching experiences, how they predict psychological well-being, and whether the predictions vary depending on students’ motivation. Self-reports were collected from Finnish university students (N = 2686). Within the latent variable modeling framework, we classified students according to their expectancy-value-cost profiles, compared latent means, and tested whether the predictions differed across groups. Six groups described the data best: moderately motivated, utility-oriented, disengaged, indifferent, positively ambitious, and struggling ambitious. The groups differed significantly on remote teaching experiences and well-being, but predictions were similar across the groups: Engagement was predicted positively by evaluation of remote teaching and negatively by perceived strain, exhaustion positively by evaluation of teaching and perceived strain, and depressive symptoms by perceived strain and sense of alienation. Findings suggest that remote teaching experiences during the pandemic contribute to students’ psychological well-being in distinct ways, and that certain motivational mindsets might buffer against the negative effects.

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Section: Discussionmentioning

confidence: 99%

“…The COVID-19 pandemic saw innumerable higher education institutions across the globe make a dramatic shift to online learning with very uneven and perhaps precarious results overall (Bao, 2020; Jacob et al, 2020; K. Lee et al, 2021;Toquero, 2020;Trung et al, 2020). However, as noted by Lee et al, (2021) the pandemic presented 'limits to how much we can institutionalize and instruct student experiences at a distance' (p. 168). Such a sentiment also corresponds with previous studies which also highlight the importance of face-to-face teaching and learning and the nature of higher education ecosystems as social environments in which close interpersonal interactions are deemed as important (Leaney & Mwale, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Digital Culture Of The Academy And The Limits Of Technology

Felix¹

2021

CTC 2021 Proceedings Book

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This disruptive nature of the COVID-19 pandemic has created a large-scale scramble to translate offline modes of instruction to online teaching. Furthermore, this massive shift in teaching and learning in general and higher education, in particular, has seen those digital technologies being used for teaching and learning offer convergent modalities for synchronous and asynchronous classroom delivery. The effect of the COVID-19 pandemic on education globally indicates that while the affordances of digital technologies provide interesting opportunities for teaching and learning, in no way has it definitively proven to be as emancipatory or revolutionary as some proponents of educational technology have argued before the pandemic occurred. Also, rather than merely reflect, highlight, or exacerbate inequalities, divisions, and conflicts in the real world, the social phenomenon of online teaching en masse due the pandemic serves to demonstrate the importance of multimodal communication and the very social nature of university learning and formal education more broadly. Arguably, the digital identity of both students and teachers have been in constant negotiation since the start of this pandemic has occurred, as online teaching moved from being a marginal pedagogical practice to a widespread social phenomenon. At this juncture in world history, it is worth considering the viability of higher education and the social production of teachers and learners under the unstable and disruptive conditions brought about by the COVID-19 pandemic. The implications of this critical intervention pertain to the evolving role of the social institution of the academy itself, the nature of disciplinarity, and the activity that occurs within higher education institutions.

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Student learning during COVID-19: It was not as bad as we feared.

Cited by 107 publications

References 17 publications

The impact of emergency remote teaching on a blended engineering course: perspectives and implications for the future

The impact of emergency remote teaching on a blended engineering course: perspectives and implications for the future

Feeling exhausted and isolated? The connections between university students’ remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic

The Digital Culture Of The Academy And The Limits Of Technology

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