Exploring the Pandemic's Effects on Student Preferences for and Perceptions of Learning in Online and Face-to-Face Courses (Poster 1)

• In Event: AERA Poster Session 10
  In Poster Session: Teaching Educational Psychology SIG Poster Session (San Diego)

Abstract

Abstract: In this study, we aimed to understand students’ preferred format (online, face-to-face), explore changes in those preferences over time (pre-Covid to present), and determine whether perceived online self-efficacy and self-regulation skills varied by preference. Undergraduate students (n = 627) enrolled in educational psychology courses (Spring 2019, 2020, 2021) completed an online survey. Quantitative analyses revealed no statistically significant differences across time or preference. Qualitative analyses revealed students’ preferences are attuned to the affordances of each format (e.g., flexibility of online courses, human interaction of face-to-face classes). To cultivate equity, educational psychology instructors might consider how they might incorporate such desired qualities into any learning context.

Authors

• Kristi Bright, Oklahoma State University

• Jane S. Vogler, Oklahoma State University