ORCID
Selenid M. Gonzalez-Frey 0000-0002-9186-0211
DOI
https://doi.org/10.14305/jn.19440413.2021.13.2.02
Abstract
Undergraduate and graduate education students completed a survey to examine their attitudes toward remote instruction during the coronavirus pandemic. At the conclusion of the Spring 2020 semester in which all courses transitioned from a face-to-face to an online format, students, N = 93, were asked to describe what worked well in their courses in regards to their remote instruction experience and, when things did not go so well, what would have helped to make their experience better. The qualitative data were coded, and inductive analysis was used to generate categories (Johnson, 2012; Strauss & Corbin, 1998). Responses were grouped into labeled categories, and illustrative quotes were chosen to represent categories. Results revealed that remote instruction was somewhat worse than regular instruction. Across all respondents, analysis of responses to the open-ended questions revealed four themes that students believed were integral to remote instruction, (1) communication between students and faculty, (2) flexibility with assignments, (3) increased virtual interaction, and (4) support. Findings suggest how faculty can facilitate and ameliorate remote and hybrid instruction for their students.
Recommended Citation
Gonzalez-Frey, S. M., Garas-York, K., Kindzierski, C. M., & Henry, J. J. (2021). College students’ attitudes towards remote instruction during the Coronavirus pandemic: Future directions. Excelsior: Leadership in Teaching and Learning, 13(2). https://doi.org/10.14305/jn.19440413.2021.13.2.02 CCBY.
Included in
Curriculum and Instruction Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
