Remote and In-Person Learning: Utility Versus Social Experience

Area of Science:

• Education
• Sociology
• Technology in Education

Background:

• The COVID-19 pandemic necessitated a rapid shift from in-person to remote teaching globally.
• This transition significantly altered the educational landscape, impacting student and faculty experiences.
• Understanding student perceptions of remote learning became crucial for academic support.

Purpose of the Study:

• To investigate undergraduate students' attitudes and perceptions towards remote teaching.
• To compare the experiences of students across different years of study.
• To identify challenges and benefits associated with remote learning and social interactions.

Main Methods:

• Quantitative and qualitative data collection from 336 undergraduate students.
• Inclusion of students from all years of study.
• Analysis of student engagement, learning, understanding, and social interaction experiences.

Main Results:

• Students generally preferred in-person teaching, reporting higher engagement and learning.
• Senior students adapted more readily to remote interactions, balancing learning with personal needs.
• First-year students struggled with remote relationship-building, reporting higher dissatisfaction.

Conclusions:

• Remote teaching effectiveness is challenged by students, particularly concerning engagement and social connection.
• The transition to remote learning disproportionately affected first-year students' academic and social integration.
• Future strategies should address the unique challenges of remote learning for different student cohorts.