University students experience the COVID-19 induced shift to remote instruction

Area of Science:

• Higher Education
• Online Learning
• Instructional Quality

Background:

• The COVID-19 pandemic necessitated a rapid transition to online instruction in U.S. higher education.
• Concerns exist regarding equitable access and quality of online versus face-to-face courses.

Purpose of the Study:

• To compare student experiences with instructional quality before and after the shift to online learning.
• To evaluate instructional quality through the lens of Universal Design for Learning principles.

Main Methods:

• A survey study utilizing a retrospective pretest design.
• Sample: 1731 students from diverse academic disciplines and class standings at an R1 university.
• Assessed quality of instruction based on the three principles of Universal Design for Learning.

Main Results:

• Students reported poorer instructional quality in most areas post-transition, with engagement declining significantly.
• Representation showed a small improvement.
• Students who preferred online learning or were eligible for disability services reported less decline in quality.
• Doctoral students experienced significantly poorer access compared to undergraduates.

Conclusions:

• The transition to online learning during the pandemic negatively affected instructional quality for many students, particularly in engagement.
• Certain student groups, like those preferring online or with disabilities, adapted better.
• Disparities in access were noted, especially for doctoral students, highlighting areas for improvement in online education design and delivery.