| Autor: |
Xue Bai, Ola, Ade, Reese, Serena, Eyob, Ephrem, Bazemore, Shelly |
| Předmět: |
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| Zdroj: |
Issues in Information Systems; 2020, Vol. 21 Issue 4, p143-155, 13p |
| Abstrakt: |
The global coronavirus disease 2019 (COVID-19) pandemic has resulted in countless changes to daily life. This has included the move to emergency remote learning for PreK-12 and post-secondary education around the world. The impact of COVID-19 resulted in extensive periods of emergency remote teaching and learning, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms. As many institutions adjusted their class teaching methods, our institution transformed to remote instruction two weeks after Spring break in March, 2020. To better understand the impact of remote instruction on the learning process and to investigate factors that may affect the effectiveness of remote instruction and serve as input to instructional process improvement in the future, we conducted surveys after the first week of remote instruction and during the last week of the Spring semester. The surveys set out to measure students' perceived satisfaction and effectiveness of remote learning experience and to capture the underlying factors that contribute to the perceived satisfaction levels. The results show students overwhelmingly prefer being in a physical classroom. Of all the factors examined, less interaction during live lecture, more distraction, less engaged in virtual classroom, and less effective in understanding lectures in remote instruction contribute the most to students' perceived satisfaction in the remote instruction setting. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
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