Dataset
Transition to Remote Learning During the COVID-19 Pandemic: Lessons from Political Science Courses and Recommendations for Best Practices Open Access Deposited
Dataset Summary:
This dataset studies the main challenges that students in these institutions faced during the transition from face-to-face (f2f) to remote mode of instruction and the resources that they used to minimize these adversities. In order learn about their experiences during this transition, I surveyed at the end of the Spring Semester students enrolled in two Political Science (POL) classes. The results showed that majority of students struggled with stress caused by moving away from campus and self-quarantine leading to deteriorating mental and physical health. Concerns about student health along with distraction at home were identified as top adversities for student well-being. Survey results also showed that educational resources can have varying impact on student learning in introductory and upper-level courses. For example, lecture notes, power point presentations and online videos can be better resources for remote instruction in an introductory class, while class meetings via video conferencing platforms can be the preferred resource of instruction in upper-level courses.
Below is the questionnaire used for this study:
Survey Questionnaire: Transition to Remote Instruction During COVID-19 Crisis:
Qualtrics Link for POL1080: https://artsciuc.co1.qualtrics.com/jfe/form/SV_bd7cF1OF6eNeYBv
Qualtrics Link for POL2074: https://artsciuc.co1.qualtrics.com/jfe/form/SV_3xegnXy4LFSC2t7
1. As you know, the University of Cincinnati has transitioned from face-to-face to remote instruction for Spring Semester since March 14, 2020 due to COVID-19. Once it was decided to switch to remote instruction, how did you expect that this decision would impact your performance in this class?
I thought it would improve my performance
I thought it would impair my performance
I did not think that it would impact my performance
I don’t know
2. Based on your experience with remote instruction, how do you think the new form of instruction impacted your performance in this class?
I did better in this class after we switched to remote teaching
I did worse in this class after we switched to remote teaching
The switch to remote teaching had no impact on my performance
I don’t know.
3. Do you agree or disagree with the following statement: “I felt that the instructor in this class provided timely instructions and information about the switch from face-to-face to remote form of content delivery in the class”?
Completely agree
Partially agree
Partially disagree
Completely disagree
Not sure/ don’t know.
4. Do you agree or disagree with the following statement: “I felt that the instructor in this class cared about my performance in the class once we switched from face-to-face to remote form of content delivery in the class”?
Completely agree
Partially agree
Partially disagree
Completely disagree
Not sure/ don’t know.
5. Which of the following course resources (if available) helped you ease the transition from face-to-face to remote instruction (check all that apply)?
Online instructional videos created or made available by the instructor
Instructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype)
Meetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours
Instructor’s lecture notes and presentation materials (e.g. Power Point Slides)
Online quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others).
Online forums made available for this course
Assigned course readings
Book publisher’s online resources (websites, book ancillaries, etc.)
Supplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.)
Supplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.)
Group activities with peers enrolled in the class (e.g. study sessions via conference platforms)
Others (please list) _________.
6. Which one of the following course resources was most helpful to you in the transition from face-to-face to online mode of content delivery (select only one)?
Online instructional videos created or made available by the instructor
Instructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype)
Meetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours
Instructor’s lecture notes and presentation materials (e.g. Power Point Slides)
Online quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others).
Online/ web discussion forums made available for this course
Assigned course readings
Textbook publisher’s online resources (websites, book ancillaries, etc.)
Supplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.)
Supplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.)
Group activities with peers enrolled in the class (e.g. study sessions via web-conferencing platforms)
Others (please list) _________.
7. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select all relevant options)?
I had to move away from campus in the middle of the semester
My physical or mental health deteriorated after we switched to remote instruction
I missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI)
I did not have stable and reliable Internet connection at home
I had a lot of distraction at home
I lost my job/ income due to the COVID-19 epidemic
I had to take an additional job to support myself and/ or my family
Self-quarantine and/ or social distancing caused me a lot of stress
The news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress
Other (please list) ___________.
8. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select only one options)?
I had to move away from campus in the middle of the semester
My physical or mental health deteriorated after we switched to remote instruction
I missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI)
I did not have stable and reliable Internet connection at home
I had a lot of distraction at home
I lost my job/ income due to the COVID-19 epidemic
I had to take an additional job to support myself and/ or my family
Self-quarantine and/ or social distancing caused me a lot of stress
The news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress
Other (please list):
9. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what aspects of this transition had greatest values for you?
Open ended question:
10. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what changes would you recommend to ease this transition in the future?
Open ended question:
11. What is your gender?
Male
Female
Other/ prefer not to disclose
12. What is your major?
Political Science
International Affairs
Interdisciplinary/ Cyber Strategy and Policy
Interdisciplinary/ Law and Society
Another major (please specify)
13. What is your class level?
First year (freshman)
Second year (sophomore)
Third year (junior)
Fourth year (senior)
14. What is your race or ethnicity?
White
Black or African American
Asian
American Indian or Alaska Native
Native Hawaiian or Pacific Islander
International student
Other
15. What do you think your grade will be for this course?
A or A-
B+, B or B-
C+, C or C-
D+, D or D-
F
Nor sure/ don't know
- Alternate Title
- Lessons from Political Science Classes for Remote Learning During COVID-19
- Creator
- License
- Subject
- Geographic Subject
- Time Period
- Spring 2020
- Submitter
- College
- Department
- Date Created
- Publisher
- Language
- Note
In the wake of the growing concerns about student and faculty health and well-being, faculty and administrators at majority institutions of higher education in North America, Europe and other parts of the world made a decision in Spring 2020 that classes will continue remotely through the end of the semester. This unprecedented move spurred emerging academic literature dealing primarily with the medical aspect of education in the aftermath of the COVID-19 crisis. (Chick et al, 2020; Greenhalgh et al 2020, Keesara et al, 2020; Schwartz et al, 2020) with very little attention to educational implications in other areas such as social sciences. This study aims to fill this gap.
The aims of this study is to evaluate the impact of transition to remote instruction during Spring Semester 2020 in the aftermath of the COVID-19 pandemic. Students are asked to complete an anonymous survey. The survey includes questions dealing with various adversities that respondents had to endure during the transition and resources that they used in the aftermath of the transition. The goal is to provide recommendation for best policies and practices for remote instruction.
- Related URL
- Required Software
- MS Excell
Digital Object Identifier (DOI)
Identifier: doi:10.7945/jwn8-am72
Link: https://doi.org/10.7945/jwn8-am72
This DOI link is the best way for others to cite your work.
Items
| Thumbnail | Title | Date Uploaded | Visibility | Actions |
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SurveyPOL1080.csv | 2020-05-14 | Open Access |
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SurveyPOL2074.csv | 2020-05-14 | Open Access |
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