Class Modality Transition during COVID-19 Pandemic: Implications for Unforeseen Events
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| Title: | Class Modality Transition during COVID-19 Pandemic: Implications for Unforeseen Events |
|---|---|
| Language: | English |
| Authors: | Lei Wen (ORCID |
| Source: | Journal of Applied Research in Higher Education. 2025 17(2):675-686. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | COVID-19, Pandemics, Student Attitudes, Educational Change, School Transition, Distance Education, Learning Experience, Teaching Methods, Video Technology, Instructional Materials, Answer Keys, Communication Strategies |
| DOI: | 10.1108/JARHE-03-2023-0088 |
| ISSN: | 2050-7003 1758-1184 |
| Abstract: | Purpose: This study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020. Design/methodology/approach: Due to the COVID-19 pandemic, numerous universities and colleges worldwide transitioned from face-to-face instruction to online delivery during spring 2020. We find some evidence in line with prior literature that COVID-19 affected student learning experience from various aspects. Findings: Thanks in part to effective teaching techniques implemented by the instructor during the transition, including online lecture videos recorded by the instructor, online class materials, early posting of answer keys, frequent communication through emails and bonus points for watching lecture videos, students still perceived their learning outcomes positively in general. Originality/value: These teaching techniques can be used to enhance student learning experience and satisfaction during class modality transitions in unforeseen circumstances, for both hybrid and online business courses. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464479 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020. Design/methodology/approach: Due to the COVID-19 pandemic, numerous universities and colleges worldwide transitioned from face-to-face instruction to online delivery during spring 2020. We find some evidence in line with prior literature that COVID-19 affected student learning experience from various aspects. Findings: Thanks in part to effective teaching techniques implemented by the instructor during the transition, including online lecture videos recorded by the instructor, online class materials, early posting of answer keys, frequent communication through emails and bonus points for watching lecture videos, students still perceived their learning outcomes positively in general. Originality/value: These teaching techniques can be used to enhance student learning experience and satisfaction during class modality transitions in unforeseen circumstances, for both hybrid and online business courses. |
|---|---|
| ISSN: | 2050-7003 1758-1184 |
| DOI: | 10.1108/JARHE-03-2023-0088 |
