Here are a few studies that I recently found interesting. There seems to be a lack of research on remote learning done during the pandemic in the US. My initial searching on the topic brought up a lot of studies conducted everywhere in the world except the US.
What really matters: Experiences of emergency remote teaching in university teaching and learning during the COVID-19 pandemic
- Gwen D. Erlam, Nick Garrett, Norina Gasteiger, Kelvin Lau, Kath Hoare, Shivani Agarwal, & Ailsa Haxell. (2021). What really matters: Experiences of emergency remote teaching in university teaching and learning during the COVID-19 pandemic. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.639842
The authors of this study recognized that there is a difference between planned remote learning and emergency remote teaching (ERT). ERT is defined as remote learning brought on suddenly and therefore conducted by staff with varying levels of technical ability, using instructional technologies that are often pieced together with limited time for effective compatibility. The authors found the top three challenges to be too much screen time, balancing work with other life demands, and stress/anxiety. Technology skills was ranked as the lowest major challenge. The authors identified major benefits for instructors that include not having to travel to work, flexibility of teaching, creating new online resources, and fewer distractions allowing for focus on work. Benefits for learners include flexibility, innovative teaching and learning, additional learning options, and increased autonomy.
An important part of this study prompted participants to help identify teaching and learning models to use in the future after the COVID-19 crisis ends. The flipped classroom model, which uses a mixture of online and in-person learning was ranked the highest. Face-to-face learning was ranked much lower. Surprisingly, asynchronous online learning was ranked as one of the lowest.
Forms and methods of remote control of university students learning
- Leonovich Evgeniy, Romanova Marina, Khodakova Nina, Kalinchenko Anna, & Kalinchenko Dmitry. (2021). Forms and methods of remote control of university students learning. SHS Web of Conferences, 98, 05001–05001. https://doi.org/10.1051/shsconf/20219805001
Authors of this study looked at the methods students and professors used to continue learning during the emergency protocols that required remoted learning during the early days of the pandemic. Many classes that started out in person, quickly moved to internet-based platforms. A host of online tools were quickly adopted to allow learning to continue. The study concludes that the “remote control of learning in universities can be considered as a technology allowing efficient promotion of educational and cognitive activities of students…” This study was conducted at Moscow City University and is focused on the control of educational content through “network interactions.”
Student experiences and perceptions of remote teaching and learning at a university of technology
- Obi, U. N., & Ticha, I. K. (2021). Student experiences and perceptions of remote teaching and learning at a university of technology. Gender & Behaviour, 19(1), 17262–17274.
The authors analyzed the use of Microsoft Teams, Blackboard, WhatsApp, and Email for remote teaching during COVID-19 pandemic lock downs. Authors used Moore’s Transactional Distance Theory as a method for analysis. The author’s found that environmental factors at students’ homes negatively impacted their ability to learn effectively and that time management for students must be improved.
The specifics of this study are important to recognize. The specifics of each tool described in this study help to understand why some tools are better than others, as well as why some methods are better than others.
Academic self-regulation, chronotype and personality in university students during the remote learning phase due to COVID-19
- Staller, N., Großmann, N., Eckes, A., Wilde, M., Müller, F. H., & Randler, C. (2021). Academic self-regulation, chronotype and personality in university students during the remote learning phase due to COVID-19. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.681840
Authors of this study looked at German university students who had to work remotely due to COVID-19. Through the lenses of gender, big five aspects personality characteristics, extrinsic and intrinsic motivational regulation tendencies, and chronotype. The authors concluded that morning-oriented, intrinsically motivated students with correlating big five traits fared better during the lock down. Beyond this, authors recognized a surprising finding that goes against other research on this topic, that “extraversion was a negative predictor of intrinsic motivation regulation.”
As universities move away from large campus centers to explore new models of higher education, it will be important to recognize that different personality traits may do better under different models of learning. Accommodations and modifications to learning may be made to allow more students to be successful in isolating learning models.
As universities move away from large campus centers to explore new models of higher education, it will be important to recognize that different personality traits may do better under different models of learning. Accommodations and modifications to learning may be made to allow more students to be successful in isolating learning models.