Student Evaluations of Transitioned-Online Courses During the COVID-19 Pandemic

Due to the COVID-19 pandemic, nearly all of American higher education transitioned to online during Spring, 2020. A nationwide sample of 482 undergraduates were asked to identify a course that transitioned online and to evaluate dimensions of the course, in addition to completing various pedagogically relevant measures. The transition was overall evaluated negatively, specifically that the courses became less enjoyable, less interesting, decreased in learning value, facilitated less attention and effort, and incorporating less cultural content after transitioning online. On positive note, courses were perceived as becoming more flexible to students needs after transitioning online. Evaluations of courses transitioning to online were consistently predicted by online self-efficacy, emotional well-being, computer anxiety, online student engagement, and student perceptions of instructor confidence with transitioning online. Implications for continued mass online instruction, as well as general lessons for online instruction, are discussed.