ABSTRACT

COVID-19 has necessitated the largest and quickest transformation of pedagogy ever seen in contemporary education. This research addresses the gaps surrounding teaching in the time of coronavirus by examining student perceptions before and after the coronavirus pandemic using mixed-methods. Study 1 qualitatively content analyzes student responses to the most and least effective aspects of teaching before and after the transition. Study 2 quantitatively analyzes differences in student pedagogical perceptions for the most effective and least effective courses before and after the transition. The results find that student performance and engagement have the most significant decrease for the most effective course, while the technical delivery was also a significant issue for the least effective course. Results also find that supportive and compassionate teaching is critical. The results build upon the gaps in crisis management, blended learning, and synchronous and asynchronous content by examining the student perspective.

摘要

COVID-19 需要对当代教育中所见过的最大和最快的教学法进行变革。这项研究通过使用混合方法检查冠状病毒大流行前后学生的看法，解决了冠状病毒时代围绕教学的差距。研究 1 定性地分析了学生对过渡前后教学最有效和最无效方面的反应。研究 2 定量分析了过渡前后学生对最有效和最无效课程的教学观念的差异。结果发现，最有效课程的学生表现和参与度下降幅度最大，而技术交付也是最无效课程的一个重要问题。结果还发现，支持性和富有同情心的教学至关重要。通过检查学生的观点，结果建立在危机管理、混合学习以及同步和异步内容方面的差距之上。