Assessment of the impact of COVID-19 on honors student learning, institutional connections, and intent to return to campus
The COVID-19 pandemic quickly converted classes to an online format in the middle of the academic semester at South Dakota State University (SDSU), USA. Our objectives were 1) to identify factors affecting student learning and connectivity following this transition and 2) to evaluate differences bet...
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| Format: | Article |
| Language: | English |
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European Honors Council
2020-07-01
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| Series: | Journal of the European Honors Council |
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| Online Access: | https://jehc.eu/index.php/jehc/article/view/143 |
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| _version_ | 1850055656393932800 |
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| author | Evren Celik Wiltse Michael Gonda Camille Massmann Kas Williams Rebecca Bott-Knutson |
| author_facet | Evren Celik Wiltse Michael Gonda Camille Massmann Kas Williams Rebecca Bott-Knutson |
| author_sort | Evren Celik Wiltse |
| collection | DOAJ |
| description | The COVID-19 pandemic quickly converted classes to an online format in the middle of the academic semester at South Dakota State University (SDSU), USA. Our objectives were 1) to identify factors affecting student learning and connectivity following this transition and 2) to evaluate differences between honors and non-honors students. Students (n=230) were surveyed with Likert-type, descriptive, and open-ended questions about their experiences following the transition. Clear, frequent communication between students and SDSU was identified as the most appreciated aspect of SDSU’s response. Students who reported struggling academically following the transition were more likely to be facing difficulties with finances and access to or use of online learning technology. Honors students reported fewer technology barriers and financial stressors than non-honors students. Degree completion and social connections were driving the desire to return to face-to-face classes, but this enthusiasm was dampened by COVID-19-related health concerns. Communication, structure, and flexibility were identified as factors affecting student success. |
| format | Article |
| id | doaj-art-7d7e84b1a96647eeaed89b0df5f5f755 |
| institution | DOAJ |
| issn | 2543-2311 2543-232X |
| language | English |
| publishDate | 2020-07-01 |
| publisher | European Honors Council |
| record_format | Article |
| series | Journal of the European Honors Council |
| spelling | doaj-art-7d7e84b1a96647eeaed89b0df5f5f7552025-08-20T02:51:55ZengEuropean Honors CouncilJournal of the European Honors Council2543-23112543-232X2020-07-014110.31378/jehc.143Assessment of the impact of COVID-19 on honors student learning, institutional connections, and intent to return to campusEvren Celik Wiltse0Michael Gonda1Camille Massmann2Kas Williams3Rebecca Bott-Knutson4School of American and Global Studies, South Dakota State UniversityDepartment of Animal Science, South Dakota State UniversityVan D. and Barbara B. Fishback Honors College, South Dakota State UniversityOffice of Diversity, Inclusion, Equity, & Access, South Dakota State UniversityVan D. and Barbara B. Fishback Honors College, South Dakota State UniversityThe COVID-19 pandemic quickly converted classes to an online format in the middle of the academic semester at South Dakota State University (SDSU), USA. Our objectives were 1) to identify factors affecting student learning and connectivity following this transition and 2) to evaluate differences between honors and non-honors students. Students (n=230) were surveyed with Likert-type, descriptive, and open-ended questions about their experiences following the transition. Clear, frequent communication between students and SDSU was identified as the most appreciated aspect of SDSU’s response. Students who reported struggling academically following the transition were more likely to be facing difficulties with finances and access to or use of online learning technology. Honors students reported fewer technology barriers and financial stressors than non-honors students. Degree completion and social connections were driving the desire to return to face-to-face classes, but this enthusiasm was dampened by COVID-19-related health concerns. Communication, structure, and flexibility were identified as factors affecting student success.https://jehc.eu/index.php/jehc/article/view/143COVID-19honors educationonline learningconnection |
| spellingShingle | Evren Celik Wiltse Michael Gonda Camille Massmann Kas Williams Rebecca Bott-Knutson Assessment of the impact of COVID-19 on honors student learning, institutional connections, and intent to return to campus Journal of the European Honors Council COVID-19 honors education online learning connection |
| title | Assessment of the impact of COVID-19 on honors student learning, institutional connections, and intent to return to campus |
| title_full | Assessment of the impact of COVID-19 on honors student learning, institutional connections, and intent to return to campus |
| title_fullStr | Assessment of the impact of COVID-19 on honors student learning, institutional connections, and intent to return to campus |
| title_full_unstemmed | Assessment of the impact of COVID-19 on honors student learning, institutional connections, and intent to return to campus |
| title_short | Assessment of the impact of COVID-19 on honors student learning, institutional connections, and intent to return to campus |
| title_sort | assessment of the impact of covid 19 on honors student learning institutional connections and intent to return to campus |
| topic | COVID-19 honors education online learning connection |
| url | https://jehc.eu/index.php/jehc/article/view/143 |
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