Impact of Emergency Remote Teaching on University Students at a Public Institution in the United States

Authors

  • Carol M. Hegler Clemson University
  • Sara L. Cothran Clemson University
  • Rose Martinez-Dawson Clemson University
  • Paul L. Dawson Clemson University
  • Julie K. Northcutt Clemson University

DOI:

https://doi.org/10.33423/jhetp.v22i8.5329

Keywords:

higher education, emergency remote teaching, COVID-19, online teaching, university student education

Abstract

The educational experiences of university students participating in Emergency Remote Teaching (ERT) during the COVID-19 pandemic were evaluated using a survey instrument. Students found ERT stressful (89%) and indicated challenges from inadequate internet (91%), lack of privacy (45%), and increased amount of studying (3 hours more per week). Academic rank correlated with stress level during ERT, with freshmen (42%) reporting the highest stress level and seniors (48%) reporting minimal stress. Lack of faceto-face instruction, missing peer interaction and having to teach the course material to themselves were the top issues that students disliked with ERT. Respondents recognized the need for organization, selfmotivation, and increased interaction with other students and instructors as key factors for effectiveness and satisfaction of ERT instruction.

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Published

2022-08-11

How to Cite

Hegler, C. M., Cothran, S. L., Martinez-Dawson, R., Dawson, P. L., & Northcutt, J. K. (2022). Impact of Emergency Remote Teaching on University Students at a Public Institution in the United States. Journal of Higher Education Theory and Practice, 22(8). https://doi.org/10.33423/jhetp.v22i8.5329

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Section

Articles