Authors
Jill K. Walls, PhD
Michael A. Moses, M.A.
Shu Su, Ph.D.
Ball State University
Abstract
Undergraduate students (N = 165) completed an online survey about their experiences with the sudden transition to online learning, prompted by the COVID-19 pandemic. Results of multiple regression analyses suggested that satisfaction with the transition online, concerns about COVID-19, and computer time were associated with signs of distress (changes in grades, stress level, and depressive symptoms), after accounting for preference for online instruction, housing satisfaction, and other covariates. Students’ responses to open-ended questions identified approaches employed by instructors that were perceived as helpful or unhelpful. Students advocated for fewer assignments, better communication, and greater empathy and understanding from their instructors.
