emergency remote learning satisfactio n · learning during a pandemic. both students and faculty...
TRANSCRIPT
EMERGENCY REMOTE LEARNING
SATISFACTIONfor Students and Instructors
Satis�ed
Dissatis�ed
Neither satis�ed nor dissatis�ed
21%
4%
77%
35%
10%
55%
RATE SATISFACTION WITH THE REMOTE LEARNING/TEACHING THAT REPLACED FACE-TO-FACE LEARNING:
The sudden shi� to remote teaching in Spring 2020 presented new challenges for both students and faculty. So, how satis�ed were these groups with the result? Wiley Education Services conducted a survey to determine just that. Let's take a look at the differences between students and faculty.
Wiley Education Services
SURVEYED
4,280
students
499
faculty
Learnedmuch better
Learnedsomewhat better
Learned as well
De�nitely did not learn as well
Somewhat did not learn as well
24%
37%
34%
5%
1%
45%
28%
15%
7%
4%
COMPARING SPRING 2020 TO PAST TERMS, AS A RESULT OF THE PANDEMIC AND REMOTE LEARNING,
HOW DO YOU THINK YOU/YOUR STUDENTS LEARNED:
RATE THE EFFECTIVENESS OF
23%30%24%16%
20%26%29%17%
7%
18%25%25%21%11%
11%21%31%26%12%
8%14%26%29%23%
9%8%15%26%43%
8%
34% 39% 18% 8%
29% 34% 26% 8%
0%
22% 28% 37% 11% 0%
26% 35% 27% 9% 0%
15% 24% 25% 24% 12%
24% 32% 28% 12% 0%
0%
Direct one-on-one contact with
instructor
Live video call/lecture (Zoom, etc.)
Prerecorded lectures
Digital reading materials, digital
textbooks, and textbook websites
Discussion boards
Other
Extremelye�ective
Note�ective
Extremelye�ective
Note�ective
METHODS USED TOLEARN REMOTELY
DUE TO THE PANDEMIC
METHODS USED TOTEACH REMOTELY
DUE TO THE PANDEMIC:
I RECEIVED/WAS ABLE TO PROVIDE TIMELY FEEDBACK ON ASSIGNMENTS.
Setting deadlines for coursework is crucial for both instructors and students, while constructive, timely feedback keeps concepts fresh in students’ minds.
60%students
86%faculty
I FELT MY INSTRUCTORS WERE/I WAS ACTIVELY INVOLVED IN LEARNING.
Proactive communication from instructors, such as class-wide announcements, keeps students engaged and alert. Be sure to use a variety of communication methods, including highlighting standout students and personally assisting those having di�culty.
70%faculty
62%students
I KNEW WHAT WAS EXPECTED OF ME/I FELT I SET CLEAR EXPECTATIONS.
Remote teaching requires a slightly di�erent mentality, and a framework like the Community of Inquiry promotes quality interactions through social, cognitive, and teaching presence. Keeping students and instructors on the same page sets clear expectations for everyone.
57%
students
91%
faculty
Implementing emergency remote teaching was critical in order to continue learning during a pandemic. Both students and faculty agreed they were
satis�ed with the remote teaching implemented, and the majority felt they were actively involved and accessible while remotely learning and teaching.
For additional insights on making the transition to remote teaching, visit our COVID-19 Faculty Support page.
edservices.wiley.com
Source: Capranos, D. & Dyers, L. (2020). Pandemic Response Survey. Orlando, FL: Wiley edu, LLC.