Student Feedback During COVID-19
In response to COVID-19, course evaluations were suspended, but a separate survey was created in order to gather feedback about student experiences transitioning to remote online learning during this critical time. DSC students who were enrolled during Spring 2020 full or B term courses were sent this short online survey as a Falcon Online Announcement on April 20, 2020 which remained available through May 1, 2020. Over 1,000 students provided valuable feedback and insight about their transition experiences.
Survey Says
A large percentage (76%) of students shared that they have had previous experience with fully online courses prior to the COVID-19 transition to remote online learning. Many of these students reported an easier and more prepared transition as compared to 25% of students who reported no prior experience. Almost half (47%) of students without previous experience reported the overall transition as slightly to extremely difficult.
Though many students felt prepared, when asked what devices and resources were needed to be successful in an online course, they suggested devices such as computers, printers, etc., increased interaction with the instructor via email, virtual lecture, and chat, etc., and the need for specialized equipment (lab equipment, kitchen tools, etc.). Most students (84%) reported meeting their due dates, though they shared several roadblocks to achieve that, such as unclear changes to deadlines or instructions, lack of notifications, multiple platforms (publisher content), and personal challenges, i.e. work and family stressors.
Virtual class meetings were a new experience for many students (as well as faculty), which was reflected in the survey feedback. 41% of students reported only being able to attend scheduled virtual meetings half the time or less. Difficulties shared by students were scheduling and personal conflicts, i.e. work hours, family obligations, and changes to the original course schedule. Technical barriers shared included poor or unreliable internet and having to share devices with others.
More than half (59%) of students were moderately or extremely satisfied with support services, though students without prior online course experience had lower levels of reported satisfaction than students who have taken online courses before. This makes sense as many of the students with prior experience are more likely to know where and how to access online alternatives to on-campus support services compared to students who are new to the online environment.
Many students faced personal hardships and challenges between work demands, family obligations, mental health difficulties, and general stressors of the COVID-19 isolation. Overall feedback reveals an understanding and appreciation for the efforts of the college, specifically faculty who communicated clearly and provided opportunities for virtual interaction, flexibility, and leniency to support their success during this stressful transition.
Feel free to take a closer look at the survey presentation for more information.
Insight Into Action
As we move forward, a few things to consider are how crucial interaction and communication are to students. This can include prompt email, video lectures, virtual interaction, up-to-date course schedules, the Pulse app for notifications, and clear course design using best practices. The Division of Online Studies has diligently responded by gathering resources in the Let's Keep Teaching InfoGuide, providing one-on-one appointments, continuing to offer faculty training, and collaborating with Instructional Resources to support your digital transition. As always, feel free to reach out if you have any questions, and please consider subscribing to this blog for updates as well as tips & tricks.
Jasmine Checchi
Instructional Designer, Division of Online Studies
jasmine.checchi@daytonastate.edu | 386-506-4278
Online Studies | Faculty Innovation Center (FIC)
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Cheryl Kohen
