Browsing by Subject "online instruction"

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    Adapting to Online Instruction: Disparities Among Graduate and Professional Students
    (SERU Consortium, University of California - Berkeley and University of Minnesota., 2020-06) Soria, Krista M.
    Nearly two-thirds of graduate and professional students enrolled at five large, public research universities reported that they were able to adapt to online instruction “well” or “very well” according to the Graduate Student Experience in the Research University (gradSERU) COVID-19 survey of 7,690 graduate and professional students (Figure 1). Preliminary survey results suggest that 24% of students adapted “very well” to the transition to remote learning while 42% of students adapted “well” to the transition to online learning implemented during the COVID-19 pandemic. Additionally, approximately one-third (34%) of graduate and professional students indicated that they adapted only “slightly well” or “not at all well” to the transition to remote instruction implemented by their universities. Although many students adapted well to online instruction, the data suggest that students from low-income or working-class backgrounds and students with disabilities did not adapt as easily to online instruction.
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    First-Generation Students’ Experiences During the COVID-19 Pandemic
    (Student Experience in the Research University (SERU) Consortium, 2020-08) Soria, Krista M.; Horgos, Bonnie; Chirikov, Igor; Jones-White, Daniel
    The COVID-19 pandemic has negative impacts on first-generation students enrolled at large public research universities, according to the Student Experience in the Research University (SERU) Consortium survey of 28,198 undergraduate students conducted May through July 2020 at nine universities. In the survey, 26% of respondents (n = 7,233) identified as first-generation students (those whose parents have not earned a bachelor’s degree). First-generation students were more likely than continuing-generation students to experience financial hardships during the pandemic, including lost wages from family members, lost wages from on- or off-campus employment, and increased living and technology expenses. Compared to continuing-generation students, first-generation students are nearly twice as likely to be concerned about paying for their education in fall 2020. Furthermore, first-generation students were also less likely to live in safe environments free from abuse (physical, emotional, drug, or alcohol) and more likely to experience food and housing insecurity. First-generation students also experienced higher rates of mental health disorders compared to their peers. The results of our study suggest that first-generation students experienced more challenges adapting to online instruction compared to continuing-generation students, including encountering obstacles related to lack of adequate study spaces and lack of technology necessary to complete online learning. Compared to continuing-generation students, first-generation students were also less likely to be able to meet during scheduled virtual class times. As institutional leaders look forward to the fall 2020 semester, we encourage them to consider the impact different instructional modalities may have in perpetuating existing disparities for first-generation students.
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    The Obstacles to Remote Learning for Undergraduate, Graduate, and Professional Students
    (SERU Consortium, University of California - Berkeley and University of Minnesota., 2020-07) Soria, Krista M.; Chirikov, Igor; Jones-White, Daniel
    The vast majority of students at research universities—96% of undergraduate students and 88% of graduate students—experienced at least one obstacle in their transition to remote learning, according to the recent Student Experience in the Research University (SERU) Consortium survey of 22,519 undergraduate students and 7,690 graduate and professional students at five public research universities. The biggest obstacle among undergraduate, graduate, and professional students was the lack of motivation for remote learning during the pandemic. Other common obstacles included lack of interaction with other students, inability to learn effectively in an online format, and distracting home environments or lack of access to appropriate study spaces. The obstacles vary by students’ social class background and major/program.