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Student And Teacher Perspectives On Asynchronous Learning During The Covid Pandemic, Michele Ehrhart
Student And Teacher Perspectives On Asynchronous Learning During The Covid Pandemic, Michele Ehrhart
Education Doctorate Dissertations
The COVID Pandemic shut down schools across the country, leaving K-12 schools unprepared for virtual learning. In this mixed methods study, I examined data gathered from my 8th-grade science classes to assess the effectiveness of asynchronous instruction. My original research question was: How much if at all, did learning outcomes differ as a function of how the lessons were taught (uninterrupted instructional video versus interrupted/interactive Edpuzzle video)? Based on a preliminary examination of data, my study expanded into how self-regulated learning affected students’ comprehension, interest, and motivation. Study results showed no statistical differences in students’ comprehension based on how lessons …
A Qualitative Study On Teachers' Perceptions Of Virtual Instruction During The Covid-19 Pandemic In A Midwest Public School District, Tina Lauer
Dissertations
During the COVID-19 pandemic, schools closed to in-person instruction and forced teachers and students into virtual learning environments. Schools and districts had to create new ways to deliver curriculum to their students, and most chose to switch to an online/virtual learning environment. In this learning environment, the teachers taught from a distance, and students received their instruction through synchronous and asynchronous methods. This change in content delivery was a new experience for most educators. Teachers worldwide expressed their frustrations with virtual instruction and dissatisfaction with student engagement through social media and mainstream media outlets. The study aimed to determine teachers’ …
Analyzing The Academic Achievement Of Secondary Virtual Learners During The Covid-19 Pandemic: A Mixed Methods Case Study, Christina Kaye Board
Analyzing The Academic Achievement Of Secondary Virtual Learners During The Covid-19 Pandemic: A Mixed Methods Case Study, Christina Kaye Board
Dissertations and Theses
Secondary students from a mid-sized school district in the rural Midwest who had chosen an asynchronous learning environment during the COVID-19 pandemic were analyzed to determine predictors of academic achievement and perceptions of their learning during the pandemic. An explanatory, mixed methods case study was conducted to sequentially analyze quantitative data and qualitatively analyze their experiences. Archival data from 288 students [F(7, 281) = 20.87, p < .001] was used predict grade point average (GPA) during virtual learning (M = 2.43, SD = 0.89) using a multiple linear regression (R2 = .326). This study was done to determine what factors help educators understand the variables that aide in student achievement while virtual learning. Predictor variables included race/ethnicity, sex, socioeconomic status, grade level, past attendance, past GPA, and number of parents/guardians in the home. Significant predictors were grade level, past GPA (M = 3.05), and sex. The focus of the qualitative research was on access to technology, digital literacy, attitude, motivation, and social connectedness prior to, during, and post-virtual learning. Four themes emerged. Results from this study suggest that schools should consider the type of virtual environment they provide, instructional design that includes social interaction, and professional development for staff prior to implementation of a virtual learning environment to increase achievement.