The Impact of COVID-19 on Student Learning during the Transition from Remote to In-Person Learning: Using Mind Mapping to Identify and Address Faculty Concerns

Autor/inn/en	Becker, Tyler B.; Fenton, Jenifer I.; Nikolai, Michele; Comstock, Sarah S.; Swada, Jeffrey G.; Weatherspoon, Lorraine J.; Tucker, Robin M.
Titel	The Impact of COVID-19 on Student Learning during the Transition from Remote to In-Person Learning: Using Mind Mapping to Identify and Address Faculty Concerns
Quelle	In: Advances in Physiology Education, 46 (2022) 4, S.742-751 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Becker, Tyler B.) ORCID (Tucker, Robin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	COVID-19; Pandemics; Educational Change; Distance Education; In Person Learning; Concept Mapping; Higher Education; Undergraduate Students; Problem Solving; Grades (Scholastic); Time Management; Attendance; Interpersonal Communication; Educational Objectives + Suchen Sie Ihr Suchwort? Bildungsreform; Distance study; Distance learning; Fernunterricht; Concept Map; Hochschulbildung; Hochschulsystem; Hochschulwesen; Problemlösen; Notenspiegel; Zeitmanagement; Anwesenheit; Interpersonale Kommunikation; Educational objective; Bildungsziel; Erziehungsziel
Abstract	The COVID-19 pandemic led to the suspension of in-person learning at many higher education institutions (HEIs) in March 2020. In response, HEIs transitioned most courses to online formats immediately and continued this mode of instruction through the 2020-2021 academic year. In fall 2021, numerous HEIs resumed in-person courses and some hybrid courses, and faculty began noting academic-related behavior deficiencies not previously observed in students. Focus groups of teaching faculty (n = 8) from one university department were conducted to gather information on changes in student academicrelated behaviors attributed to the disruption of teaching and learning due to COVID-19 and to compare observed deficiencies with the university's undergraduate learning goals. Mind mapping software was utilized to capture themes and subthemes. Identified themes were related to problem-solving skills, grades, time management, attendance, and interpersonal communication, both in terms of student-to-student and student-to-faculty communication. For these identified areas, outcomes during the return to in-person learning were mostly undesirable. Based on these identified issues, suggested modifications that HEIs could use to modify course content and delivery to offset skill gaps and improve interpersonal communication were identified. Furthermore, observations may indicate that fully remote learning inhibited student learning and skill development during the 2020-2021 academic year. Future work should examine the effectiveness of the proposed modifications on student success. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01