Community College Student Perceptions of Remote Learning Shifts Due to COVID-19

Autor/inn/en	Prokes, Christopher; Housel, Jacqueline
Titel	Community College Student Perceptions of Remote Learning Shifts Due to COVID-19
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 65 (2021) 4, S.576-588 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prokes, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-021-00587-8
Schlagwörter	Community Colleges; Two Year College Students; Distance Education; Online Courses; Learning Processes; Resource Allocation; Social Support Groups; Mental Health; Family Work Relationship; Teaching Methods; Laptop Computers; COVID-19; Pandemics; Telecommunications; Handheld Devices; Student Attitudes; Student Employment; Self Esteem; Access to Education; Internet; Prior Learning; Educational Experience; Blended Learning; Computer Mediated Communication; Educational Change + Suchen Sie Ihr Suchwort? Community college; Community College; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Learning process; Lernprozess; Ressourcenallokation; Social support; Soziale Unterstützung; Psychohygiene; Teaching method; Lehrmethode; Unterrichtsmethode; Laptop computer; Laptop; Computer; Digitalrechner; Telekommunikationstechnik; Schülerverhalten; Studentenarbeit; Self-esteem; Selbstaufmerksamkeit; Education; Access; Bildung; Zugang; Bildungszugang; Vorkenntnisse; Bildungserfahrung; Computerkonferenz; Bildungsreform
Abstract	COVID-19 challenged higher education to rapidly shift to remote course delivery. This study surveyed community college students (N = 356) about their confidence in completing learning related tasks before and after the shift, access to technologies used in in remote learning, and disruptions that impacted their learning. Results indicated notable declines in confidence across all demographics with significant changes in those age 18-21 and for those without prior online course experience. Technology use for remote courses was primarily laptops and smartphones. Students reported the most significant changes to work-life balance came through employment changes and mental health issues. Instructional changes were both positive and negative in workload organization, course delivery, communication and technology. Institutions can use this study's findings to enact contingency planning, expand online and blended course options, refine academic and social support, and allocate resources to mental health. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01