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Abstracts prior to volume 5(1) have been archived!

Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
Albert-Valette-Florence (p.57-63)
Zhang-Rauch (p. 64-70)
Alam-Yasin (p. 71-78)
Mattare-Monahan-Shah (p. 79-94)
Nonis-Hudson-Hunt (p. 95-106) 



JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE 


Pandemic Online Transitions:
Student Reactions, Adaptations, and Course Feature Preferences


Author(s): Barbara L. Stewart, Carole E. Goodson, Susan L. Miertschin

Citation: Barbara L. Stewart, Carole E. Goodson, Susan L. Miertschin, (2021) "Pandemic Online Transitions: Student Reactions, Adaptations, and Course Feature Preferences," Journal of Higher Education Theory and Practice, Vol. 21, ss. 1, pp. 38-52

Article Type: Research paper

Publisher: North American Business Press

Abstract:

As COVID-19 forced higher education instruction online, it brought massive change for students, professors, and institutions. This research investigated student reactions, adaptations, and preferences for course features related to the abrupt transition to online course delivery. Three research questions guided this work:
    1. How did students react to online instructional formats necessitated by COVID-19?
    2. How well did students adapt to online instructional formats necessitated by COVID-19?
  3. What course features or factors impacted students’ transitions to online instructional formats         necessitated by COVID-19?
Results indicated that students faced multiple challenges and showed variation in adaptation and preferences for course features.