Perceptions of Teaching and Learning amid the Transition to Virtual Platforms during COVID-19

Background & Purpose: The Covid-19 pandemic caused a significant shift to virtual communication across many fields, including education, healthcare, social services, and business management (Khan, 2021). The shift to telecommunication in education has impacted both professors and students (Iglesias-Pradas, Hernández-García, Chaparro-Peláez, & Prieto, 2021). The focus of this study is on the relationship between undergraduate students and faculty within Temple University’s School of Social Work. The purpose of this exploratory study was to understand the ways in which the shift to virtual classrooms has impacted teacher-student dynamics.

Methods: Two anonymous surveys were created, one for students and one for faculty. Both surveys contained similar questions. Student topics included their experiences learning during the pandemic and their perceptions of how they are being graded. Faculty topics included their experiences teaching during the pandemic and grading practices. Both surveys asked participants about their perceptions of engagement and preparedness.

Results: Since the pandemic, 61.5% (n=24) of students responded that they are less prepared for class and 69.2% (n=27) of students reported being less engaged during class. 74.4% (n=29) of students reported online learning to be more challenging and 66.7% (n=4) of professors reported online teaching to be more challenging. 20.5% (n=8) of students reported feeling that professors expect more from them. 0% (n=0) of professors reported that their expectations of students are higher. Participants were asked to characterize what a prepared or engaged student might look like by selecting from a list. 53.8% (n=21) of students reported that joining class from a desk or table is a characteristic of a prepared student and 16.7% (n=1) of professors agreed. 100% (n=6) of professors and 66.7% (n=26) responded that appearing focused on class, regardless of possible distractions in their environment, is a characteristic of a prepared student. 100% (n=6) of professors and 56.4% (n=22) selected “student demonstrates that they have done any assigned work by contributing to the class discussion” as a characteristic of an engaged student.

Conclusions and Implications: The data suggests that both faculty and students are experiencing challenges related to the transition to online learning. Some faculty members have adapted their expectations and/or grading practices. Many students reported feeling that their professors expect more from them, though this is not supported by the professor survey results. Similarly, comparison of data on the characteristics of a prepared and engaged student between professors and student survey responses shows trends of students expecting more of themselves than professors expect of them. This suggests miscommunication between students and professors that may cause students to feel unnecessary stress. The results of this study indicate that both professors and students could benefit from more explicit communication of their expectations and the challenges they are facing.