College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States

Autor/inn/en	Murphy, Laurie; Eduljee, Nina B.; Croteau, Karen
Titel	College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States
Quelle	In: Pedagogical Research, 5 (2020) 4, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4929
Schlagwörter	COVID-19; Pandemics; Online Courses; Distance Education; Undergraduate Students; Student Adjustment; Student Attitudes; Preferences; Emotional Response; Integrated Learning Systems; Teaching Methods; College Faculty; Anxiety; Interpersonal Communication; Educational Technology; Teacher Role; Learner Engagement; Maine + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Emotionales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Angst; Interpersonale Kommunikation; Unterrichtsmedien; Lehrerrolle
Abstract	This study examined undergraduate college students' perceptions, general preferences, emotional responses, and comment themes with the transition to a virtual learning classroom during the COVID-19 pandemic from a college in the northeast United States. A total of 148 students (44 males, 104 females) completed an 18-item transition to virtual classes survey. Students indicated that their professors utilized the Learning Management System effectively with virtual coursework, and that their professors adapted and communicated changes in course content during the transition, while indicating their preferences that professors communicate changes in course syllabi or schedule in a timely manner, and that both course syllabi and grades be available on the Learning Management System. Students expressed negative emotions like uncertainty, anxiety, and nervousness when transitioning to virtual classes. Four open-ended questions generated six comment themes with students indicating the need for constant communication, the use of the learning management system, leveraging technology, instructor support, flexibility and characteristics, classroom engagement, and course management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01