Introduction
The COVID-19 pandemic disrupted education globally, forcing schools, colleges, and universities to transition to online and remote learning in early 2020. This unprecedented shift highlighted both the promise and limitations of technology in education. While online learning made it possible to continue instruction during lockdowns and quarantines, it also posed significant challenges for students, educators, and institutions.
To better understand student experiences and perceptions of emergency remote teaching, a survey was conducted of undergraduate students at a large public university in the United States. The goal was to learn how the transition to online learning impacted students, what aspects worked well and what presented difficulties, and their overall assessment of remote instruction compared to traditional in-person classes. This paper will analyze and discuss the results of the survey to provide insight into the impacts of taking courses online during the pandemic.
Literature Review
Previous research provides useful context on student views and experiences of online learning prior to the COVID-19 pandemic. In a survey of 200 undergraduate students at a Midwestern university, Xu and Jaggars (2013) found that students perceived online courses as requiring more discipline but allowing for more flexibility compared to face-to-face classes. They also rated their own learning outcomes and interactions with instructors lower in online courses. Similarly, a survey of community college students by Jaggars (2014) found that while students valued the convenience of online courses, they also reported lower grades and higher withdrawal rates compared to traditional classes.
Studies have also examined how the sudden transition to emergency remote teaching during the pandemic impacted students. In a survey of over 500 students across six universities, Murphy et al. (2020) found that students reported higher levels of stress, anxiety, and worry about their academics. While some appreciated the flexibility of online learning, many struggled with not being on campus, adjusting to new technologies, and staying motivated without in-person interaction. Another survey of over 600 university students in Italy by Di Pietro et al. (2020) likewise found that students reported increased psychological distress and a decline in learning outcomes under emergency remote teaching models.
This previous research provides a foundation for understanding student attitudes toward online learning before and during the COVID-19 pandemic. The current study aims to add to this understanding through a survey exploring student experiences of emergency remote instruction at a large public institution in the United States.
Methods
An online survey was distributed via email to 10,000 randomly selected undergraduate students enrolled at a large public research university in Fall 2020, when the majority of courses were still being delivered remotely due to the ongoing pandemic. The survey received 1,268 responses, for a response rate of 12.7%. The survey contained a mix of multiple choice, rating scale, and open-ended questions.
It collected demographic information including gender, year in school, college affiliation, enrollment status, and residence (on/off-campus). It then asked students about their experiences with remote courses, including perceived impacts on learning, interactions, motivation, workload, assignments/exams, technology use, and overall preferences compared to in-person instruction. Questions used 5-point Likert scale responses (e.g. strongly disagree to strongly agree). Space was also provided for comments on advantages and challenges of remote learning during the pandemic.
Results were analyzed using descriptive statistics to examine frequencies, means, and standard deviations. Chi-square tests were performed to analyze differences based on demographic variables. Thematic analysis was used to code qualitative responses. This study was deemed exempt from full review by the university’s Institutional Review Board.
Results
Participant Demographics
Of the 1,268 survey respondents, 58.4% identified as women, 40.6% as men, and 1% as non-binary or preferred not to answer. The majority were underclassmen, with 38.7% freshman, 30.3% sophomores, 20.5% juniors, and 10.5% seniors. Respondents represented a diverse range of colleges, most commonly Arts & Sciences (33.1%), Engineering (15.2%), and Business (11.9%).
Over three-quarters (78.3%) reported living off-campus, while 21.7% lived on-campus. This is representative of the university’s larger undergraduate population, of which around 75-80% typically live off-campus. Most (85.3%) were enrolled full-time, while 14.7% attended part-time.
Perceived Impacts on Learning
In terms of perceived impacts on learning, students were somewhat mixed in their assessment. The survey asked them to rate the statement “I have learned less in my remote courses compared to typical in-person classes” on a 5-point scale. A plurality (30.3%) selected “neither agree nor disagree,” indicating ambivalence, while 28.6% agreed or strongly agreed they learned less, and 24.7% disagreed or strongly disagreed. However, 16.4% expressed no opinion.
Chi-square tests revealed significant differences by grade level (χ2(12, N = 1268) = 31.71, p = .002), with seniors most likely to agree they learned less remotely (35.1%) compared to freshmen (25.7%). No other demographic differences emerged. In an open-ended question, some students wrote that it was harder to focus and stay engaged without in-person lectures, discussions, and interactions, while others felt they learned the same or more through self-paced online coursework.
Impacts on Interactions
Students were also asked about impacts on interactions using the statement “I interacted less with instructors and classmates in my remote courses compared to typical in-person classes.” A strong majority (71.6%) agreed or strongly agreed with this statement, while only 12% disagreed. Chi-square tests found agreement significantly higher among freshmen (76.5%) than seniors (62.7%) (χ2(12, N = 1268) = 24.24, p = .018).
In comments, common reasons given for reduced interactions included lack of in-person office hours, casual conversations before/after class, group work opportunities, and discussions over video conferencing not feeling the same as face-to-face. A lack of nonverbal cues and human connection came through virtually. Some students noted instructors worked hard to foster interactions through synchronous class meetings, breakout rooms, and supplemental online activities.
Impacts on Motivation
When asked if their motivation declined in remote courses, responses were again somewhat mixed. Slightly over one-third (35.4%) agreed or strongly agreed this occurred, 22.1% disagreed, while 42.6% neither agreed nor disagreed. No significant demographic differences emerged. Qualitative feedback revealed that some students struggled staying focused while learning from home, while others found they could independently pace their work and maintain focus better online. The lack of an in-person community again factored into motivation for many.
Impacts on Workload
A plurality (41.7%) felt their workload was heavier in remote courses compared to typical classes, while only 21.2% perceived a lighter load. Again, the remainder neither agreed nor disagreed (37%). Workload increases appeared to disproportionately affect off-campus students versus those living on-campus, as 51.4% of off-campus respondents agreed their coursework load grew heavier compared to only 31.6% of on-campus students (χ2(4, N = 1268) = 18.32, p = .001).
Comments pointed to longer asynchronous assignments, more frequent low-stakes assessments, heavy reliance on discussion boards, and increased time spent on video lectures as contributors to heavier workloads. Others noted streamlined schedules without commutes created more flexible time for coursework.
Assessments and Exams
When asked about impacts to assessments and exams, the majority (57.1%) agreed they were more difficult or stressful in remote courses than typical in-person classes. Just 16.4% disagreed, while 26.6% neither agreed nor disagreed. No significant demographic differences emerged. Open responses highlighted concerns about academic honesty on take-home tests without proctoring, lack of in-person support during exams, and greater anxiety surrounding assessments completed independently from home.
Technology Use and Preferences
An overwhelming 93.8% of students agreed or strongly agreed that technology skills became more important for remote classes, with very few (3.4%) disagreeing. No differences emerged based on demographics. When asked their overall preference, 41.6% said they would rather take courses in-person once the pandemic ended versus online/remotely, while only 20.7% preferred the online option, with 37.7% neutral. Seniors (49.6%) were significantly more likely than freshmen (36.5%) to prefer in-person instruction post-pandemic (χ2(4, N = 1268) = 11.20, p = .024).
Discussion
This survey provides insight into how taking courses online during the pandemic impacted students at one large public university. Several important findings emerged. Interactions with instructors and classmates were greatly reduced according to most respondents. Motivation levels varied, but over one-third reported decreased motivation in remote classes compared to typical courses. Workload was perceived to be heavier for many, especially those living off-campus.
Assessments and exams caused more stress and anxiety without usual in-person supports. While technology became more integral to course delivery, in-person instruction was still strongly preferred once the pandemic ends based on the plurality of respondents. Learning outcomes were viewed as negatively impacted by some but not all based on mixed responses. Differences also emerged by student characteristics like class standing and
Andrew Stroud