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COVID-19 Campus Closures in the United States: American Student Perceptions of Forced Transition to Remote Learning

Author

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  • Susan W. Parker

    (Department of Education, Faculty of the School of Nursing, Education, and Human Studies, Robert Morris University, Moon Township, PA 15668, USA)

  • Mary A. Hansen

    (Department of Education, Faculty of the School of Nursing, Education, and Human Studies, Robert Morris University, Moon Township, PA 15668, USA)

  • Carianne Bernadowski

    (Department of Education, Faculty of the School of Nursing, Education, and Human Studies, Robert Morris University, Moon Township, PA 15668, USA)

Abstract

As colleges and universities rapidly closed due to COVID-19, students and faculty were faced with unique challenges. The pandemic forced the cancellation of all campus activities, both extra-curricular and program-focused, such as student teaching experiences and nursing clinical rotations. Additionally, instructors were forced to rethink content delivery as coursework was quickly moved online and administered remotely via virtual platforms. Students were impacted as university level programs underwent a major paradigm shift within a matter of days or weeks. This study examined perspectives of undergraduate and graduate students regarding their experiences with rapid conversion from on-ground, in-person courses to remote instruction during the spring 2020 semester. The researchers employed a QUAN-QUAL descriptive mixed methods design. Using questionnaires and semi-structured interviews, the researchers examined general perspectives on in-person learning before the pandemic; initial perceptions about remote learning; and perceptions of the students about effort, engagement, needs, and ethical behavior as they engaged in totally remote learning. Results, analyzed using SPSS (QUAN) and inter-coder agreement (QUAL), indicated that initially students were engaged and satisfied with their in-person instruction, but became less satisfied and engaged during remote instruction. Undergraduate students experienced feelings of increased frustration, decreased accountability and engagement during remote learning, and turned to collaboration to earn points as they finished the semester.

Suggested Citation

  • Susan W. Parker & Mary A. Hansen & Carianne Bernadowski, 2021. "COVID-19 Campus Closures in the United States: American Student Perceptions of Forced Transition to Remote Learning," Social Sciences, MDPI, vol. 10(2), pages 1-18, February.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:2:p:62-:d:496174
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    References listed on IDEAS

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    1. Wahab Ali, 2020. "Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic," Higher Education Studies, Canadian Center of Science and Education, vol. 10(3), pages 1-16, September.
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    1. Josep Petchamé & Ignasi Iriondo & Eva Villegas & David Riu & David Fonseca, 2021. "Comparing Face-to-Face, Emergency Remote Teaching and Smart Classroom: A Qualitative Exploratory Research Based on Students’ Experience during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(12), pages 1-23, June.
    2. Fábio Albuquerque, 2022. "Overall Satisfaction with the Emergency Remote Teaching during the COVID-19 Pandemic from the Perspective of Higher Education Students in Portugal ," GATR Journals jmmr299, Global Academy of Training and Research (GATR) Enterprise.
    3. Agnieszka Krugielka & Grazyna Bartkowiak & Sebastian Dama, 2021. "Functioning of Academic Teachers in the Conditions of the COVID-19 Epidemy in Poland in 2020 (Qualitative Test on the Basis of Self-Assessment)," European Research Studies Journal, European Research Studies Journal, vol. 0(Special 5), pages 269-287.

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