STEM Students’ Perceptions on Emergency Online Learning during the COVID-19 Pandemic: Challenges and Successes

Abstract

Declaration of the COVID-19 pandemic by the World Health Organization in 2020 forced many schools to switch to emergency virtual instruction. This situation provided an opportunity to explore the effectiveness of online learning from students’ perspectives. To discover best practices for online learning, 584 STEM students at California State Polytechnic University Pomona (Cal Poly Pomona) were surveyed about their Spring and Fall 2020 experiences. Some of the obstacles students faced were adapting to a new lifestyle, feeling disconnected, managing schedule and workload, and overcoming distractions. Despite difficulties, 61% of students benefited from the flexibility, convenience, and increased productivity. The time students normally spent commuting to and parking on campus was instead spent getting more sleep, studying, working extra hours, spending time with family, and practicing self-care. Another major benefit was the increased accessibility to course materials posted online. Major themes from students’ responses were belonging, organization and transparency, and the need for real-world applications. Incorporating these strategies enhance the effectiveness of teaching methods. Responses along with some problem-solving suggestions that can improve the effectiveness of both online and in-person learning are discussed.

Keywords

• COVID-19
• emergency eLearning
• eLearning
• higher education
• student survey
• course organization