Undergraduate course satisfaction dropped sharply after courses moved fully online during COVID-19, with very satisfied students falling from 51 percent to 19 percent¶

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? The proportion of students very satisfied with their course fell from 51 percent before the move online to 19 percent after, though 59 percent remained at least somewhat satisfied. → 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

National random-sample survey of 1,008 undergraduates whose in-person courses moved fully online in spring 2020, fielded May 13–June 1, 2020 via the Ipsos KnowledgePanel. Satisfaction "dramatically lower" after the shift, with 59 percent at least somewhat satisfied afterward.

"About half of the students in the survey (51 percent) said they were very satisfied with their course before it went fully online. Students’ ratings of their satisfaction with their courses after moving fully online were dramatically lower, with only 19 percent of students being very satisfied"

Discussion¶

Related Claims¶

• 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 — related
• Personal instructor messages and reflective assignments showed the largest individual associations with online course satisfaction, and personal messages with fewer motivation problems — 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
• Expressed dissatisfaction with online technology, instruction, or content is not the primary reason for dropping — related
• STEM students' course satisfaction dropped sharply after courses moved fully online in spring 2020 — a narrower finding that bears on this claim
• Students attributed online-course problems more to the unplanned move online (45%) than to inherent limitations of online learning (37%) — related
• For college students who can choose between online and in-person sections, taking a course online lowers grades both in that course and in future courses — related
• Post-shift satisfaction was lower for STEM courses than for non-STEM courses, a gap that predated the shift — related