Global perspectives of the impact of the COVID-19 pandemic on learning science in higher education

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Global perspectives of the impact of the COVID-19 pandemic on learning science in higher education

Salehi, Shima (author): Graduate School of Education, Stanford University, Stanford, CA, United States of America

Ballen, Cissy J. (author): Department of Biological Sciences, Auburn University, Auburn, AL, United States of America

Bolander Laksov, Klara, 1973- (author): Stockholms universitet,Institutionen för pedagogik och didaktik,Centre for the Advancement of University Teaching (CeUL), Stockholm University, Stockholm, Sweden

Ismayilova, Khayala (author): KTH,Lärande i Stem

Poronnik, Philip (author): School of Medical Science, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia

Ross, Pauline M. (author): School of Life and Environmental Sciences, Faculty of Science, The University of Sydney, Sydney, New South Wales, Australia

Tzioumis, Vicky (author): School of Physics, Faculty of Science, The University of Sydney, Sydney, New South Wales, Australia

Wieman, Carl (author): Graduate School of Education, Stanford University, Stanford, CA, United States of America; Department of Physics and Graduate School of Education, Stanford University, Stanford, CA, United States of America

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Public Library of Science (PLoS), 2023
2023
English.
In: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 18:12 December

Related links:: https://doi.org/10.1...; show more...; https://urn.kb.se/re...; https://doi.org/10.1...; https://urn.kb.se/re...; show less...

Journal article (peer-reviewed)

Abstract Subject headings

The COVID-19 pandemic required higher education institutions to rapidly transition to Emergency Remote Instruction (ERI) with little preparation. Discussions are now underway globally to learn the lessons of COVID-19 and to use this knowledge to shape the future of learning science in higher education. In this study, we examined the experiences of instructors and students to ERI in three universities across three continents-America, Europe, and Australia. We measured the instructional strategies used by instructors including assessment types, and interaction opportunities during and outside class schedules. We also measured the learning challenges experienced by students including planning, distractions, technology, learning resources, their views on educational quality and what characterized quality interactions during ERI. Our findings suggest that most instructional strategies used by instructors changed little during ERI, although the nature of instructor and student interactions during class relied more heavily on technology. Students reported significant learning challenges which included distractions from their physical and social media environments and access to technology. Both instructors and students reported that interactions with each other and their peers were concerningly low, albeit similar to pre COVID-19 pandemic levels. There were differences in the perceptions of instructors and students on whether instructor-student interactions were better or worse online. Common among all universities, there was a large proportion of students reporting mental health and work-related stress. Lessons to be learned from the COVID-19 pandemic include ensuring more support for instructors to implement effective and equitable pedagogies and an increased recognition of the importance of practicals, and the social, interactive and hands-on aspects of learning science in higher education. We predict that the incorporation of active learning pedagogies and strategies which increase student engagement and foster a sense of belonging will be ongoing global challenges for learning science in a post COVID-19 campus.

Subject headings

SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
NATURVETENSKAP -- Annan naturvetenskap (hsv//swe)
NATURAL SCIENCES -- Other Natural Sciences (hsv//eng)

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By the author/editor: Salehi, Shima; Ballen, Cissy J.; Bolander Laksov, ...; Ismayilova, Khay ...; Poronnik, Philip; Ross, Pauline M.; show more...; Tzioumis, Vicky; Wieman, Carl; show less...

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SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...; and Learning

NATURAL SCIENCES: NATURAL SCIENCES; and Other Natural Sc ...

Articles in the publication: PLOS ONE

By the university: Royal Institute of Technology; Stockholm University

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