Higher Education Students' Perceptions of Institution, Instructor, and Advisor Response to COVID-19

• In Event: Exploring the Educational Efficacy of Online Learning Environments and Social Media Marketing in Postsecondary Education

Abstract

To establish appropriate policies and practices to support students’ academic success, it is essential to better understand students’ needs. In this study, we seek to understand how students experienced the involuntary transition to online courses due to COVID-19. A phenomenological theoretical model, using an ecological lens was used to frame this explorative study. Results suggest students had mixed feelings about the transition to fully online courses, indicating it was difficult but that their advisors, instructors, and institutions generally responded “just right”. Student experience, as well as instructor, advisor and university response varied between demographic groups. Students who have taken more online courses had an easier transition to fully online learning than those with less online course experience.

Authors

• Ashley R Vaughn, Northern Kentucky University

• Dee Kinney, Miami University - Hamilton

• Wayne Kinney, University of Cincinnati

• Kimberly Hale, Eastern Kentucky University

• Meera Rastogi, University of Cincinnati

• Andrea Quenette, Indiana University

• Skip Potts, Indiana University