University students experience the COVID-19 induced shift to remote instruction

Abstract The COVID-19 pandemic required an abrupt shift from face-to-face to online instruction for many students in higher education in the United States. Prior research has raised some concerns about both equitable access to online courses, and the quality of instruction in online courses compared...

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Autor principal:	Bob Ives
Formato:	article
Lenguaje:	EN
Publicado:	SpringerOpen 2021
Materias:	COVID-19 Online Accessibility Quality of instruction University Special aspects of education LC8-6691 Information technology T58.5-58.64
Acceso en línea:	https://doaj.org/article/1599033e780044e2b96a26bfab3b8abd
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spelling	oai:doaj.org-article:1599033e780044e2b96a26bfab3b8abd2021-11-21T12:09:41ZUniversity students experience the COVID-19 induced shift to remote instruction10.1186/s41239-021-00296-52365-9440https://doaj.org/article/1599033e780044e2b96a26bfab3b8abd2021-11-01T00:00:00Zhttps://doi.org/10.1186/s41239-021-00296-5https://doaj.org/toc/2365-9440Abstract The COVID-19 pandemic required an abrupt shift from face-to-face to online instruction for many students in higher education in the United States. Prior research has raised some concerns about both equitable access to online courses, and the quality of instruction in online courses compared to face-to-face courses. This survey study included a retrospective pretest approach to comparing students experiences before and after the transition to online instruction. The sample of 1731 students ranged across all available topics of study and all class standings from first-year students to doctoral students at a R1: Doctoral Universities—Very High Research Activity university according to the Carnegie classifications. Quality of instruction was addressed through the three principles of Universal Design for Learning. Students reported that most areas of quality of instruction were poorer after the transition, with having Engagement dropping by the largest effect size. However, Representation showed a small effect of improvement following the transition. Students who preferred online instruction reported less loss of instructional quality. Similarly, students eligible for disability services also reported less loss of instructional quality. Doctoral students reported significantly poorer access on multiple measures compared to all four years of undergraduate students’ standings. Results are discussed in terms of patterns, exceptions, effect sizes, and recommendations for future research.Bob IvesSpringerOpenarticleCOVID-19OnlineAccessibilityQuality of instructionUniversitySpecial aspects of educationLC8-6691Information technologyT58.5-58.64ENInternational Journal of Educational Technology in Higher Education, Vol 18, Iss 1, Pp 1-16 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	COVID-19 Online Accessibility Quality of instruction University Special aspects of education LC8-6691 Information technology T58.5-58.64
spellingShingle	COVID-19 Online Accessibility Quality of instruction University Special aspects of education LC8-6691 Information technology T58.5-58.64 Bob Ives University students experience the COVID-19 induced shift to remote instruction
description	Abstract The COVID-19 pandemic required an abrupt shift from face-to-face to online instruction for many students in higher education in the United States. Prior research has raised some concerns about both equitable access to online courses, and the quality of instruction in online courses compared to face-to-face courses. This survey study included a retrospective pretest approach to comparing students experiences before and after the transition to online instruction. The sample of 1731 students ranged across all available topics of study and all class standings from first-year students to doctoral students at a R1: Doctoral Universities—Very High Research Activity university according to the Carnegie classifications. Quality of instruction was addressed through the three principles of Universal Design for Learning. Students reported that most areas of quality of instruction were poorer after the transition, with having Engagement dropping by the largest effect size. However, Representation showed a small effect of improvement following the transition. Students who preferred online instruction reported less loss of instructional quality. Similarly, students eligible for disability services also reported less loss of instructional quality. Doctoral students reported significantly poorer access on multiple measures compared to all four years of undergraduate students’ standings. Results are discussed in terms of patterns, exceptions, effect sizes, and recommendations for future research.
format	article
author	Bob Ives
author_facet	Bob Ives
author_sort	Bob Ives
title	University students experience the COVID-19 induced shift to remote instruction
title_short	University students experience the COVID-19 induced shift to remote instruction
title_full	University students experience the COVID-19 induced shift to remote instruction
title_fullStr	University students experience the COVID-19 induced shift to remote instruction
title_full_unstemmed	University students experience the COVID-19 induced shift to remote instruction
title_sort	university students experience the covid-19 induced shift to remote instruction
publisher	SpringerOpen
publishDate	2021
url	https://doaj.org/article/1599033e780044e2b96a26bfab3b8abd
work_keys_str_mv	AT bobives universitystudentsexperiencethecovid19inducedshifttoremoteinstruction
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University students experience the COVID-19 induced shift to remote instruction

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