Transition to online learning during the COVID-19 pandemic

Background: With the new pandemic reality that has beset us, teaching and learning activities have been thrust online. While much research has explored student perceptions of online and distance learning, none has had a social laboratory to study the effects of an enforced transition on student perc...

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Autores principales:	David John Lemay, Paul Bazelais, Tenzin Doleck
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	COVID-19 Pandemic Approach to learning Online teaching Online learning e-learning Electronic computers. Computer science QA75.5-76.95 Psychology BF1-990
Acceso en línea:	https://doaj.org/article/00b0bebba5354d3ab341ce418d9aff6c
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spelling	oai:doaj.org-article:00b0bebba5354d3ab341ce418d9aff6c2021-12-01T05:04:39ZTransition to online learning during the COVID-19 pandemic2451-958810.1016/j.chbr.2021.100130https://doaj.org/article/00b0bebba5354d3ab341ce418d9aff6c2021-08-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2451958821000786https://doaj.org/toc/2451-9588Background: With the new pandemic reality that has beset us, teaching and learning activities have been thrust online. While much research has explored student perceptions of online and distance learning, none has had a social laboratory to study the effects of an enforced transition on student perceptions of online learning. Purpose: We surveyed students about their perceptions of online learning before and after the transition to online learning. As student perceptions are influenced by a range of contextual and institutional factors beyond the classroom, we expected that students would be overall sanguine to the project given that access, technology integration, and family and government support during the pandemic shutdown would mitigate the negative consequences. Results: Students overall reported positive academic outcomes. However, students reported increased stress and anxiety and difficulties concentrating, suggesting that the obstacles to fully online learning were not only technological and instructional challenges but also social and affective challenges of isolation and social distancing. Conclusion: Our analysis shows that the specific context of the pandemic disrupted more than normal teaching and learning activities. Whereas students generally responded positively to the transition, their reluctance to continue learning online and the added stress and workload show the limits of this large scale social experiment. In addition to the technical and pedagogical dimensions, successfully supporting students in online learning environments will require that teachers and educational technologists attend to the social and affective dimensions of online learning as well.David John LemayPaul BazelaisTenzin DoleckElsevierarticleCOVID-19PandemicApproach to learningOnline teachingOnline learninge-learningElectronic computers. Computer scienceQA75.5-76.95PsychologyBF1-990ENComputers in Human Behavior Reports, Vol 4, Iss , Pp 100130- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	COVID-19 Pandemic Approach to learning Online teaching Online learning e-learning Electronic computers. Computer science QA75.5-76.95 Psychology BF1-990
spellingShingle	COVID-19 Pandemic Approach to learning Online teaching Online learning e-learning Electronic computers. Computer science QA75.5-76.95 Psychology BF1-990 David John Lemay Paul Bazelais Tenzin Doleck Transition to online learning during the COVID-19 pandemic
description	Background: With the new pandemic reality that has beset us, teaching and learning activities have been thrust online. While much research has explored student perceptions of online and distance learning, none has had a social laboratory to study the effects of an enforced transition on student perceptions of online learning. Purpose: We surveyed students about their perceptions of online learning before and after the transition to online learning. As student perceptions are influenced by a range of contextual and institutional factors beyond the classroom, we expected that students would be overall sanguine to the project given that access, technology integration, and family and government support during the pandemic shutdown would mitigate the negative consequences. Results: Students overall reported positive academic outcomes. However, students reported increased stress and anxiety and difficulties concentrating, suggesting that the obstacles to fully online learning were not only technological and instructional challenges but also social and affective challenges of isolation and social distancing. Conclusion: Our analysis shows that the specific context of the pandemic disrupted more than normal teaching and learning activities. Whereas students generally responded positively to the transition, their reluctance to continue learning online and the added stress and workload show the limits of this large scale social experiment. In addition to the technical and pedagogical dimensions, successfully supporting students in online learning environments will require that teachers and educational technologists attend to the social and affective dimensions of online learning as well.
format	article
author	David John Lemay Paul Bazelais Tenzin Doleck
author_facet	David John Lemay Paul Bazelais Tenzin Doleck
author_sort	David John Lemay
title	Transition to online learning during the COVID-19 pandemic
title_short	Transition to online learning during the COVID-19 pandemic
title_full	Transition to online learning during the COVID-19 pandemic
title_fullStr	Transition to online learning during the COVID-19 pandemic
title_full_unstemmed	Transition to online learning during the COVID-19 pandemic
title_sort	transition to online learning during the covid-19 pandemic
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/00b0bebba5354d3ab341ce418d9aff6c
work_keys_str_mv	AT davidjohnlemay transitiontoonlinelearningduringthecovid19pandemic AT paulbazelais transitiontoonlinelearningduringthecovid19pandemic AT tenzindoleck transitiontoonlinelearningduringthecovid19pandemic
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Transition to online learning during the COVID-19 pandemic

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