Student's experiences with online teaching following COVID-19 lockdown: A mixed methods explorative study

Area of Science:

• Higher Education
• Public Health
• Educational Technology

Background:

• The COVID-19 pandemic necessitated a rapid transition to online teaching and restricted campus access for universities globally.
• This shift significantly impacted the educational experience of students, particularly in specialized fields like Public Health Nutrition.

Purpose of the Study:

• To evaluate university students' experiences and perceptions of the abrupt shift to online teaching following campus closures due to the COVID-19 pandemic.
• To identify key challenges and coping mechanisms employed by students during this unprecedented period of remote learning.

Main Methods:

• A mixed-methods study involving 79 Public Health Nutrition students in Norway.
• Data collection included questionnaires administered two and 12 weeks post-lockdown (March 2020) and digital focus group interviews in May 2020.

Main Results:

• Initially, 75% of students found life more difficult and 50% anticipated lower learning outcomes. After 12 weeks, these figures were 57% and 71%, respectively.
• Primary concerns included reduced social interaction, unsuitable home study environments, and decreased motivation. Students preferred smaller, familiar digital groups and suggested improvements like pre-recorded lectures and virtual meetings.
• Despite challenges, students adapted, and the dropout rate remained stable, indicating resilience in higher education.

Conclusions:

• The transition to digital teaching presented significant challenges for university students, but adaptation occurred rapidly.
• Student perspectives highlight crucial areas for improvement in online education, such as social integration and tailored learning environments.
• This study offers valuable insights into the student experience during a unique period in higher education history.