Students’ Response to the Covid-19 Remote Learning Transition

Abstract

Background: The global pandemic has created a need for several higher education institutions to transition to emergency remote learning. Students and faculty have experienced a significant disruption to their daily academic routines. It is critical to understand the perceptions of students in relationship to their learning experiences and ability to effectively manage the new and changing learning environment and expectations. This study sought to understand the students’ response to the transition to remote learning, as a necessary strategy for managing learning during the pandemic. Methods: A 15-item electronic survey was provided to approximately 1600 students at a private faith-based university in Central Florida, United States. Results: The response rate of 38% indicated primary positive responses to the transition, with significant differences of comfort level of remote learning and perceptions of faculty readiness, when analyzed between undergraduate and graduate students.