What undergraduate students at Okanagan College liked and disliked about online teaching

University of California, Davis

This study examines the immediate, or short-term impact of COVID-19 on University professors and students. The article summarizes the experiences of faculty and students across six colleges from three different countries:
- Macalester College
- Chinese University of Hong Kong
- Okanagan College
- UT Austin
- Sinclair Community College
- Kennesaw State University

The study concludes that findings were varied, as some students and faculty found online learning easier and more flexible, while others struggled with issues like access to technology and stress. Additionally, the lack of hands-on work, like laboratory experience, has affected both students and faculty, and their futures.

The Immediate Impact of COVID-19 on
Postsecondary Teaching and Learning

https://www.tandfonline.com/doi/pdf/10.1080/00330124.2020.1823864?needAccess=true

Reference - The Immediate Impact of COVID-19 on
Postsecondary Teaching and Learning

Characteristics of postsecondary institutions in Immediate Impact Study

- timing of institutional response: the timing of the response to COVID-19 emerging across the universities examined in the study varied by about two weeks
- faculty preparation: at all six colleges examined in this study, faculty were given some training and support to transition into fully online classes, however, the individual level at which each faculty member was prepared for this transition, of course, differed
- student consultation: three of the six colleges studied sent out surveys on students’ access to technology, familiarity with certain learning platforms, and other important information about online learning
- teaching: the schools all differed in their teaching methods, some using synchronous Zoom lectures while others used prerecorded lectures, or other platforms. 
- evaluation and grading of assignments and assessments: grading became more challenging over online courses, and group projects were much harder to implement. most colleges used open-book exams.
- grading policies: there was a marked shift in more colleges allowing pass-fail grading rather than letter grading to help alleviate student and faculty stress. some colleges also allowed extended time and grading for those in emergency situations
- international students: most students returning home, or having trouble returning home were given additional time to complete their courses.
- residences: colleges sent most domestic students home, but tried to save room in the dorms for international students who were having trouble returning home.
- libraries: most in-person activities remained closed
- faculty research: most in-person labs ceased activity, and testing on human subjects was restricted as well
- faculty in previously precarious employment: for the most part, there was no distinction between tenured and non-tenured professors. however, for those that were grad students or adjunct faculty, they were not given as many resources for online transition as faculty were.
- study abroad: all study abroad programs were closed.


Factors in Institutional Response to COVID-19


Mainly, this study observed that students were varied in their liking of synchronous and asynchronous courses. Additionally, the study notes that depending on the extent of the students’ experience with online learning and technology in general were much better suited for the online transition.

At Okanagan, where lectures were both synchronous and asynchronous, students found that this meant that they could work from the comfort of their home, and that they could be comfortable, and didn’t need to commute. For those who did not have a comfortable working environment however, they had to deal with noise, chores, and other responsibilities. 

Additionally, many students found it very hard to stay motivated with online school, as deadlines and projects were never really routinely structured in the way that they would be in-person. Additionally, isolation and missing friends contributed to the lack of structure many students felt.

Overall, students reported feeling stressed and confused, along with a bevy of mental health issues, as well as concern for their older family members due to COVID-19. International students had it worse, with many of Asian descent facing racial discrimination, while others stressed about their family back at home. Additionally, for those who cannot fluently speak English, having to communicate solely online, mostly through email, where body language can’t be read, proved incredibly difficult. 

Finally, undergrad and grad research projects have been affected, as communicating solely online, and analyzing only secondary data may not be as efficient or useful as these projects would have been in-person.

It should be noted, however, that attendance remained relatively similar to in-person class.


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