The Influence of COVID-19 on Student Expectations of Hybrid Learning in a Social Welfare PhD Program

Background & Purpose

COVID-19 was declared a pandemic on March 11, 2020 by the World Health Organization (WHO). The pandemic had an impact on all aspects of life including education, which immediately and abruptly shifted online for most students. In Spring 2020, 77% of public schools transitioned to online learning, and 84% of college students indicated that some or all of their classes had shifted to remote instruction (U.S. Department of Education). The present study sought to identify social welfare PhD student expectations as they began or continued their studies in Fall 2022 at a time when remote learning was still prevalent. Students were asked about how they expected COVID-19 to impact their educational experience, and concerns surrounding online and hybrid learning were an outstanding theme.

Methods

Semi-structured qualitative interviews were conducted virtually by Zoom by the two researchers with CUNY Graduate Center PhD in Social Welfare students in the first and second year cohorts during the 2022-2023 academic year. Response rates were high with 78% (7 out of 9) of the first-year students and 100% (9 out of 9) of the second-year students voluntarily participating. The interviews lasted between 26-117 minutes and took place between September 2022 and February 2023. The interviews were transcribed verbatim and coded by the two researchers for data analysis. A thematic analysis was conducted to identify themes within the data.

Results

• Students expressed uncertainty regarding how COVID-19 would affect education (mode of delivery for classes, health risks, mask wearing, community-building with students and faculty, etc).
• Students expected some level of hybrid or remote learning; students had mixed reactions to how they expected this would impact their learning. Many expressed comfort in this environment and appreciated its flexibility.
• Students reported they were able to build community with each other, but many missed face to face interactions.
• COVID-19 affected their sense of being part of a larger graduate community; students described the campus as a “ghost town” and wondered “where are all the people?”
• COVID-19 presented opportunities for some: it affected their decision to apply or made class more accessible.

Conclusions and Implications

The COVID-19 pandemic has had long-lasting effects in the realm of higher education. While students had differing expectations about the role of COVID-19 in their PhD experience, the most common expectation concerned remote and hybrid learning and what its effects might be, especially in the arena of community-building with other students and faculty. The pandemic became a “natural experiment” in remote learning in a sense. In 2023, more than two thirds of MSW programs surveyed reported plans to offer more remote learning in the future (CSWE, 2023). As programs consider offering more remote and hybrid learning opportunities, consideration of students’ expectations can help programs better understand and meet student needs. This could include prioritizing offering virtual opportunities for connection, as well as guidance for students in navigating a more successful virtual educational experience.