Online Learning: What the students think
Typically, a bustling residential campus, Purdue University, like many institutions, continued teaching after the pandemic struck via remote learning throughout the spring and summer, as it prepared for a “new normal” in the fall. In March 2020, more than 5,000 courses had to be taught remotely, yet instructors had less than two weeks to make the transition. The Chronicle of Higher Education has published survey results from faculty and administrators to show what it was like for educators to experience such an abrupt shift to online learning.
But there is something missing — the student perspective. Aiming to remedy that, Purdue’s College of Engineering surveyed students at the end of the Spring 2020 semester about their experiences in a virtual environment. More than 500 undergraduates responded to questions like whether they had a class that went especially well; if at least one class did not work; what was it about online classes that worked or did not work; and what technologies were effective.
Three themes emerged clearly from the student voices: the importance of a personal connection; the need for continuity, communication and timeliness; and the effective use of technology. These are the things that had to replace what the students had before — virtually unlimited access to campus resources, organization, and structures like class schedules, in-person interactions and peer support — and that vanished once courses went fully online.
The personal connection was vital. Students had more positive feedback for courses in which the instructor communicated often and expressed empathy for their situation. One student, referring to an aerospace engineering professor, said, “She also would check in on us. Feeling important to my professor made me want to work harder.” Said another, “The professor actively communicated with the class, and was considerate of the fact that we would not be able to focus as well with the situation change and added stress.”
The students gave a thumbs-up to courses in which they could continue peer-to-peer interactions. In one entry-level engineering course, a student wrote that it was the “only class that continued to have virtual meetings, which helped me stay focused and motivated.” Said another,“…the professor held live lectures, and called on students to make the class interactive. There was a family feel to the course, whereas others just seemed dry and isolated.”
Continuity, communication and timeliness were highly valued. One student described positively a course with an instructor who sent weekly to-do lists along with organized course materials, recorded lectures, and partially complete notes that the students would fill in themselves.
There were instances where students felt that courses did not work well remotely. In some cases, the instructor drastically changed the content or structure of the course, eliminating assignments and/or assessments, rather than mimicking the earlier part of the semester so students could maintain some sense of normalcy. Others did not make good use of technology. “The professor did not utilize effective virtual teaching methods like WebEx or posting videos. He only used some PowerPoint slides and short emails to communicate with the class.”
Most instructors used a combination of technologies to facilitate interaction with students. One student surveyed said, “[Piazza, discussion platform] provided a method for asking questions about concepts/homework/projects, where my questions could be answered by students, TAs or professors with a quick response time. This is something I wish all classes would keep, even during in-person instruction.” Said another, “The class used WebEx for lectures, discussions, and presentations, and Discord for small group discussions. Most of all, I liked that we had a Slack community for asking questions or just making conversation. That was really helpful.”
Moving forward, students can expect more from the online experience, as Purdue’s College of Engineering uses these findings to inform course development in the coming months. Even as plans continue to evolve, we have had some time to reflect, incorporate feedback, and prepare for the “new normal” that is likely to be a hybrid of remote learning and in-person instruction. It is important to acknowledge the students’ perspective and incorporate their voice as everyone adapts, recognizing all of the elements that contribute to education — not just the content delivery.
Nichole M. Ramirez, Ph.D.
Assistant Director, Vertically Integrated Projects
College of Engineering, Purdue University
Related Links:
