Home
Author Guide
Editor Guide
Reviewer Guide
Special Issue
Introduction
Special Issues List
Published Issues
journal menu
Aims and Scope
Editorial Board
Indexing Service
Article Processing Charge
Open Access Policy
Publication Ethics
Editorial Process
Subscription
Contact Us
General Information
ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
APC:
500 USD
E-mail
questions or comments to
IJLT Editorial Office
.
Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
Read More
]
What's New
2024-10-30
Vol. 10, No. 5, 2024 has been published!
2024-08-29
Vol. 10, No. 4, 2024 has been published!
2024-06-27
Vol. 10, No. 3, 2024 has been published!
Home
>
Published Issues
>
2021
>
Volume 7, No. 2, June 2021
>
Student Perceptions of the Institutional Response to an Untimely COVID-Driven Semester Disruption
Bryan M. Dewsbury
1
and Zoe Mermin
2
1. University of Rhode Island, Kingston, RI 02881, USA
2. Princeton University, Princeton, NJ 08544, USA
Abstract
—COVID19 caused institutions of higher education in the United States to rapidly shift from mostly Face-to-Face (F2F) to remote learning in the middle of Spring 2020. We deployed a survey to 91 students from six unique campuses inquiring about their perception of how the university handled the transition both in terms of the logistics and care for their person. The survey also asked about students’ concerns both during the transition process and for the future semesters. Our respondents indicated general disappointment with the ways in which the transition process was handled, and identified academic concerns and the severance of relationships as the key things they were concerned about for future semesters. Students’ responses suggest that social connection and sense of belonging are critical predictors that determine the degree to which they engage their respective institutions. Though our survey questions were focused on concerns related to the pandemic, the responses still serve as a timely reminder for institutions to greater consider the ways in which they may need to focus on the non-cognitive aspects of the higher education experience.
Index Terms
—COVID19, social connection, higher education, F2F, remote learning
Cite: Bryan M. Dewsbury and Zoe Mermin, "Student Perceptions of the Institutional Response to an Untimely COVID-Driven Semester Disruption," International Journal of Learning and Teaching, Vol. 7, No. 2, pp. 166-174, June 2021. doi: 10.18178/ijlt.7.2.166-174
Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License (
CC BY-NC-ND 4.0
), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.
6-20210004-final
PREVIOUS PAPER
Post COVID Foundation Biology through Interactive Online Learning
NEXT PAPER
The Influence of Teaching English in STEM Education for ESL Learners amidst a Changing World after COVID19