Student Connectedness and Teaching Efficacy During the COVID-19 Transition to Remote Learning

• In Event: Diversity, Connectedness, and Engagement Online

Abstract

COVID-19 forced universities and colleges to abruptly transition to remote instruction in spring 2020. For many faculty and students, this was their first encounter with online learning. This shift presented new responsibilities for institutions, faculty members, and students to function in new ways. This study examined teaching efficacy and student connectedness. Surveys were administered with 1446 faculty and 16,583 undergraduates at a community college and state university. We report student preferences for instructional strategies, predictors of faculty self-efficacy for online teaching strategies. This study can help inform institutions and faculty take responsibility for ensuring access and high quality remote and online education.

Authors

• Jill Hendrickson Lohmeier, University of Massachusetts - Lowell

• Suzanne Nobrega, University of Massachusetts - Lowell

• Linda Dart-Kathios, Middlesex Community College