Lessons Learned from Online Course Delivery during the Onset of COVID-19

Virtual Brief Paper (Asynchronous) ID: 58521
  1. aaa
    Michelle Morris
    Northwestern State University of Louisiana
  2. Billie Myers
    Northwestern State University of Louisiana
  3. aaa
    Keicia Hawkins
    Northwestern State University of Louisiana
  4. Michael Moulton
    Northwestern State University of Louisiana
  5. Patrice Moulton
    Northwestern State University of Louisiana

Abstract: Throughout the country, colleges made the difficult, quick decision to transition classes from face-to-face format to a complete online learning format due to a global public health crisis as a result of the spread of COVID-19 during the spring 2020 semester. During this process, college students who were primarily taking their classes with a face-to-face format encountered numerous barriers to online learning, yet amidst those barriers, they demonstrated resilience. The current study surveyed and inquired about undergraduate and graduate students’ experiences with transitioning to online learning. The sample included 969 students. Participants completed a 7-item Generalized Anxiety Disorder scale and the 25-item Connor‐Davidson Resilience scale, along with demographic questions. The investigation found that amidst mild to severe anxiety levels during the transition, resilience was average. Students reported online learning as a barrier for them, while they also identified it as a strength. It appears to be that those who identified it as a strength were already taking online courses or were primarily taking online courses before the transition period. These findings imply that the voices of college students provide solutions to preventing and reducing roadblocks to educational learning in the future.


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