The number of challenges a student experienced was strongly associated with post-COVID course satisfaction: 81 percent satisfaction with no challenges versus 32 percent with four or more¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students reporting no challenges had 81 percent course satisfaction versus 32 percent for those with four or more challenges; motivation, help-seeking, and wellness challenges were most closely related. → Means 2020

Evidence¶

Means 2020¶

Means, B., and Neisler, J., with Langer Research Associates. (2020). Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. San Mateo, CA: Digital Promise. https://digitalpromise.dspacedirect.org/items/32aee7c4-5363-4d50-bc9c-a338e7dfac7e doi:10.51388/20.500.12265/98

q3 · i? · associational · r2

Analysts built a nine-point scale summing major problems plus points for frequent connectivity and hardware/software problems, then related it to satisfaction. Motivation as a major problem corresponded to 37 versus 82 percent satisfaction; not knowing where to get help, 30 versus 74 percent; feeling too unwell, 27 versus 69 percent.

"For the 40 percent of students who did not report experiencing any challenges to completing their course after COVID-19, the level of satisfaction with the course was 81 percent (32 percent as very satisfied and 49 percent somewhat satisfied). For students who experienced four or more challenges, the corresponding satisfaction level was 32 percent"

Discussion¶

Related Claims¶

• Hispanic and low-income students reported more challenges and technology problems after the shift online than non-Hispanic White and higher-income peers; rural students did not differ — related
• Undergraduate course satisfaction dropped sharply after courses moved fully online during COVID-19, with very satisfied students falling from 51 percent to 19 percent — related
• Staying motivated was the most prevalent non-technology challenge to completing STEM courses at a distance, reported as a major problem by 45% of students — related
• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — related
• The number of research-recommended online instructional practices used predicted student satisfaction, rising from 43 percent net satisfaction with 0–2 practices to 74 percent with 6–8 — related
• Hispanic students reported higher frequencies of six of the seven non-technology challenges measured in the survey — related
• Students experiencing more major challenges reported lower satisfaction with their post-COVID STEM course and learning — related
• Motivation, internet connectivity, and hardware/software problems were widespread challenges in remote STEM courses — related
• Students attributed online-course problems more to the unplanned move online (45%) than to inherent limitations of online learning (37%) — related
• Pedagogical challenges inherent in distance and online learning must be considered in instructional design and software development — a broader claim this one bears on
• Personal instructor messages and reflective assignments showed the largest individual associations with online course satisfaction, and personal messages with fewer motivation problems — related
• Maintaining motivation was the most prevalent non-technology challenge students faced learning at a distance — related
• Post-shift satisfaction was lower for STEM courses than for non-STEM courses, a gap that predated the shift — related