In contrast, students who chose to take courses in-person prioritize face-to-face instruction and connection with others and skew considerably younger ( Harris and Martin, 2012). These students also find asynchronous elements of a course are more useful than synchronous elements ( Gillingham and Molinari, 2012). These students prioritize convenience, flexibility and ability to work while studying and are older than traditional college age students ( Harris and Martin, 2012 Levitz, 2016). Previously, almost all students engaged in online learning elected the online format, starting with individual online courses in the mid-1990s through today’s robust online degree and certificate programs. The COVID-19 pandemic has dramatically changed the demographics of online students. Integrating these elements into online courses will improve the student experience. We conclude that active-learning methods, which are known to increase motivation, engagement, and learning in traditional classrooms, also have a positive impact in the remote-learning environment.
Respondents’ recommendations for changes emphasize increased engagement, interaction, and student participation.
Students whose synchronous classes include active-learning techniques (which are inherently more social) report significantly higher levels of engagement, motivation, enjoyment, and satisfaction with instruction. Our qualitative data show that students miss the social aspects of learning on campus, and it is possible that synchronous learning helps to mitigate some feelings of isolation. We find that most students prefer synchronous online classes, and students whose primary mode of remote instruction has been synchronous report being more engaged and motivated. A total of 4,789 undergraduate participants representing institutions across 95 countries were recruited via Instagram. Our survey gathered quantitative and qualitative data regarding students’ experiences with synchronous and asynchronous methods of remote learning and specific pedagogical techniques associated with each. We sought to understand students’ experiences with and perspectives on those methods of remote instruction in order to inform pedagogical decisions during the current pandemic and in future development of online courses and virtual learning experiences. This unprecedented change to undergraduate education saw institutions adopting multiple online teaching modalities and instructional platforms.
This spring, students across the globe transitioned from in-person classes to remote learning as a result of the COVID-19 pandemic.
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