Technology Preparedness and the Impact on a High-Quality Remote Learning Experience: Lessons From COVID-19

Abstract

The COVID-19 crisis has highlighted the role of remote learning in higher education. Increased investments and understanding of the transition to remote learning today will yield access to high-quality learning. Using data from an institution with a diverse student population, the purpose of this study was to explore students’ transition to remote learning during the COVID-19 pandemic by examining aspects within the course that contributed to perceptions of a high-quality remote learning experience. Five elements of the remote learning experience were statistically significant predictors of course quality ratings: ratings of the quality of student supports (Academic Advising, Tutoring, Internships, Financial Aid, etc.), ratings of connectedness to instructors in at least one class, the use of many learning activities by instructors, clear course organization by instructors, and clear communication used by instructors. Analysis of qualitative student interviews reinforced these findings and provided further support for the importance of reliable technology during remote learning.