Pandemic Online Transitions: Student Reactions, Adaptations, and Course Feature Preferences

Authors

  • Barbara L. Stewart University of Houston
  • Carole E. Goodson University of Houston
  • Susan L. Miertschin University of Houston

DOI:

https://doi.org/10.33423/jhetp.v21i1.4036

Keywords:

higher education, COVID-19, Pandemic Online Transitions, online course delivery

Abstract

As COVID-19 forced higher education instruction online, it brought massive change for students, professors, and institutions. This research investigated student reactions, adaptations, and preferences for course features related to the abrupt transition to online course delivery. Three research questions guided this work:

  1. How did students react to online instructional formats necessitated by COVID-19?
  2. How well did students adapt to online instructional formats necessitated by COVID-19?
  3. What course features or factors impacted students’ transitions to online instructional formats necessitated by COVID-19?

Results indicated that students faced multiple challenges and showed variation in adaptation and preferences for course features.

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Published

2021-03-23

How to Cite

Stewart, B. L., Goodson, C. E., & Miertschin, S. L. (2021). Pandemic Online Transitions: Student Reactions, Adaptations, and Course Feature Preferences. Journal of Higher Education Theory and Practice, 21(1). https://doi.org/10.33423/jhetp.v21i1.4036

Issue

Vol. 21 No. 1 (2021)

Section

Articles

License

Copyright by North American Business Press