No Student Left Behind: Students’ Experiences of a Self-Paced Online Learning Orientation in Undergraduate Studies during COVID-19 Pandemic

Abstract

The rapid transition to remote online learning modality during the COVID-19 pandemic forced traditional brick-and-mortar universities to implement student support mechanisms to ensure that student learning is not impaired. This paper presents data derived from a study aimed at investigating students’ perceptions of a self-paced online learning orientation (OLO) in an undergraduate Food Science and Technology course. To elicit student responses, a mixed-method survey with a five-point Likert scale and open-ended qualitative questions was conducted via the Blackboard learning management system (LMS). In this study, participants reported having access to the LMS: using smartphones (66.3%), followed by a laptop with a webcam (38.55%), and a laptop with no webcam (26.51%). The participants also felt that it was easy to navigate (M = 3.95 ± 0.88) the OLO course, and they were able to locate the required content (M = 3.83 ± 1.03). Furthermore, results also showed that participants expressed a high commitment to accessing the LMS and reviewing course announcements (M = 4.72 ± 0.57) and kept up to date with the course activities (M = 4.58 ± 0.70) after completing the OLO. Therefore, the authors suggest that using a learner-centered OLO with authentic learning activities that mimic course activities is crucial to online students’ success in online learning. These findings have significant implications for educators who intend to re-design their courses and enhance remote online learning experiences for students.

Keywords

• online learning orientation
• COVID-19 pandemic
• online learning
• students’ perceptions
• motivation for learning
• computer self-efficacy