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COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College

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The COVID-19 pandemic shifted college courses online. Effective remote instruction depends more on implementation quality than specific techniques, with technology barriers disproportionately affecting diverse students.

Keywords:
COVID-19 pandemiccrisis teachinghybrid coursesinequalitiesonline teaching

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Area of Science:

  • Higher Education
  • Educational Technology
  • Sociology of Education

Background:

  • The COVID-19 pandemic necessitated a rapid shift from in-person to remote college instruction.
  • This transition impacted instructional delivery, student learning experiences, and accessibility.
  • Existing inequalities may have been exacerbated by the sudden move to online learning.

Purpose of the Study:

  • To explore instructional techniques employed during the remote learning transition.
  • To assess student perceptions of effectiveness, enjoyment, and accessibility of these techniques.
  • To identify barriers faced by students and analyze race, class, and gender disparities in these experiences.

Main Methods:

  • Surveys administered in introductory college courses taught by the authors.
  • Comparison of student reactions to the authors' remote transitions versus their other courses.
  • Analysis of student-reported barriers, including technology access, distractions, anxiety, and motivation.

Main Results:

  • Instructional technique implementation quality is more critical for student learning than the specific technique used.
  • A trade-off exists between student enjoyment and accessibility in remote learning formats.
  • Internet and technology barriers were prevalent, affecting even students who expected no issues.
  • Distractions, increased anxiety, and decreased motivation were common barriers.
  • Nonwhite, female, and first-generation college students reported experiencing more barriers.

Conclusions:

  • Effective remote instruction hinges on skillful implementation rather than the choice of technology or method.
  • Strategies can be developed to enhance the accessibility of interactive remote learning formats.
  • The pandemic's remote learning shift amplified existing societal inequalities, disproportionately impacting marginalized student groups.
  • Addressing technology access and providing support for student well-being are crucial for equitable remote education.