Perceptions of Education during COVID-19 among Agronomy, Soil, and Environmental Science Students

Autor/inn/en	Moorberg, Colby J.; Howe, Sarah; Donnelly, Kevin J.; Min, Doohong
Titel	Perceptions of Education during COVID-19 among Agronomy, Soil, and Environmental Science Students
Quelle	In: Natural Sciences Education, 50 (2021) 1, (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moorberg, Colby J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-8281
DOI	10.1002/nse2.20055
Schlagwörter	COVID-19; Pandemics; School Closing; Student Attitudes; Agronomy; Soil Science; Environmental Education; Online Courses; Educational Technology; Technology Uses in Education; Attitude Change; Barriers; Access to Computers; Internet; Disease Control; School Schedules; College Students + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Schülerverhalten; Agarwissenschaft; Bodenkunde; Umweltbildung; Umwelterziehung; Umweltpädagogik; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Attitudinal change; Einstellungsänderung; Schulzeiteinteilung; Collegestudent
Abstract	The COVID-19 pandemic required changes in college course delivery, which may influence student perceptions of their education. We examined those perceptions among Students of Agronomy, Soil, and Environmental Sciences (SASES). The goals were to determine how changes in education during the COVID-19 pandemic (a) changed student perceptions of online education, (b) shifted student comfort with online education and communication, and (c) highlighted issues limiting student success. A link to an online survey was sent to SASES members in late 2020 resulting in 31 responses. Course format shifted from mostly face-to-face delivery to synchronous and asynchronous online delivery following the COVID-19 shutdown. Students perceived decreased instructor effort and increased student effort. Nearly all students had access to devices. However, access to fast, reliable internet was a common issue. A small percentage of students were more likely to take online courses after the pandemic, yet a majority were now more comfortable taking online classes and using virtual meeting software. Student concern for COVID-19 was low. However, most reported wearing masks in buildings and on campus. Students reported increases and decreases in hours worked, with both changes resulting in perceived positive and negative academic impacts. These results should be considered by instructors and administrators planning instruction format changes during and after the COVID-19 pandemic. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01