Perceptions of Online Instruction Effectiveness and Projections of Post-Pandemic Higher Education: A Mixed-Methods Study (Poster 41)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Technology Innovations for Learning

Abstract

This mixed methods study examined faculty and student perceptions of online instruction during COVID-19 using the Community of Inquiry framework. Participants were from Ohio higher education institutions. The study involved surveys completed by 148 faculty and 394 students, followed by interviews with eight faculty and eight students. Quantitative results indicated both groups rated online instruction as effective, while qualitative findings revealed a negative perception of online learning when compared to face-to-face teaching due to limited social interaction. Concurrent and blended/hybrid teaching were seen as optimal for the post-COVID era. Access to adequate devices and conducive workspaces significantly impacted online learning effectiveness, raising concerns about equity, access, and social justice. This study informs decision-making for enhancing higher education quality during crises.

Authors

• Meng Yan, Iona University

• Karla Hamlen Mansour, Cleveland State University

• Graham B. Stead, Cleveland State University