E-Learning during COVID-19: Social Sciences MA Programs vs Mathematics MS Program

Autor/inn/en	Li, Kuiyuan; Stone, Erin; Seals, Samantha R.
Titel	E-Learning during COVID-19: Social Sciences MA Programs vs Mathematics MS Program
Quelle	In: International Journal on E-Learning, 21 (2022) 4, S.381-399 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	COVID-19; Pandemics; Electronic Learning; Masters Programs; Social Sciences; Mathematics Education; Blended Learning; Grades (Scholastic); Online Courses; Graduate Students; Synchronous Communication; Program Effectiveness; Enrollment Trends; Graduation Rate; Educational Technology; Learner Engagement; Barriers; Asynchronous Communication; Student Evaluation; Grade Point Average; Florida + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Mathematische Bildung; Notenspiegel; Online course; Online-Kurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Unterrichtsmedien; Schulnote; Studentische Bewertung
Abstract	Due to COVID-19, all courses at a regional comprehensive university in the southeastern United States transitioned online and were delivered remotely in the latter half of the spring semester of 2020. In this study, students' performance data from four graduate programs in social sciences and two graduate mathematics programs for the spring semesters of 2019, 2020, and 2021 were collected and analyzed. Different e-learning methods were used across the different fields represented in these graduate programs. This study shows that graduate students performed well and synchronous hybrid courses reduced or negated the negative impacts of the pandemic COVID-19 on student learning. The percentage of students receiving a "B-" or better did not change significantly over time (p = 0.796 for social sciences and p = 0.315 for mathematics), total enrollment increased over time (p < 0.001 for both social sciences and mathematics), and graduation rates remained constant for social sciences (p = 0.346) while there was a bolus of graduating students in spring 2020 for mathematics (p < 0.001). Based on this study, recommendations were made for teaching and learning in future graduate level courses. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01