Starting in 2020 with the COVID-19 pandemic and the need for social distancing, schools all around the world began to convert their traditional face-to-face courses to an online format. In most cases these courses were offered in the same timeframes with the same rules as the face-to-face courses that they replaced.

While many of these converted courses were successful, they tended to focus on just finding a new and online way to present course material to students. At best these courses were hybrids, and in many cases weren’t designed to be permanent replacements for face-to-face learning. As we look back at the massive pandemic-motivated shift to online learning, we decided to take a look at how some of these courses chose to address student satisfaction and student success. Here is what we found.

As many instructors quickly turned their face-to-face courses into online courses, students found themselves feeling isolated. Class participants stared at a screen with pages and pages of material, poorly constructed videos, and little to no interaction with the instructor or peers. Students were essentially left to their own devices to learn the material, take a test, and show their understanding. Instructors tried to make-up for not seeing students through email. They wanted to stay in contact with their classes, yet students found their in-boxes bogged down with messages, assignments, and links to lectures. Since participation grades could not exist anymore, instructors added more assignments to the syllabus. All of this became overwhelming for both instructors and students.

In a regular face-to-face course, students could receive answers to questions immediately; however, when students had a question in an online course, answers were often delayed because of the asynchronous format. Or, if a synchronous format existed, many felt awkward answering over Zoom; it just seemed unnatural. These courses caused feelings of isolation and  increased student anxiety And, with little to no interaction with others, students had no way to cope.

Attending school face-to-face created bonds with fellow students organically. The regular every day or weekly routine of attending class naturally generated conversations between students. Whether they discussed the next big assignment or the next big game, students had many opportunities to meet and talk. So, how does this interaction get created in distance learning?

It has long been a belief that online courses are not as effective as face-to-face courses; however, we discovered that when courses provide optimal course design and a sense of community, students were satisfied and learning outcomes were met. According to a study on distance education from the University of South Carolina, students found that the success of an online class was determined mostly through the ability to communicate with the instructor and other students. Students revealed that they found activities that allowed for ample opportunities to work with other students met their needs for both learning and socialization.

While the pandemic continued to soar and it became inevitable that distance education would need to continue, instructors made changes. As they became more adept at teaching online and creating courses, they were able to find ways to increase student engagement. They intentionally added activities that focused on building trust and increasing interaction between students. This type of engagement is easily done with synchronous courses. Instructors can hold class discussions and send students into breakout rooms for more interaction. Activities can incorporate small group projects where students meet to discuss and complete the assignment. All of these activities can be done when classes meet regularly. Teachers can still get to know their students, and students can get to know their peers.

However, instructors who lead asynchronous courses have more of an uphill battle when trying to create an online course with opportunities for students to work together and meet with the teacher. Many students love the flexibility of an asynchronous online course. They can create their own schedule for learning the information as long as they follow the deadlines for assignments.  They don’t have the stress of getting ready for school or attending classes early in the morning. Yet, many students discovered that the lack of a set routine and regular meetings with others made learning the material difficult. Their motivation was lacking without the required attendance. Both students and teachers were not satisfied with the lack of interaction despite the appeal of flexibility.  So, instructors had to create opportunities for engagement throughout the course. This interaction may have included small group assignments, video messages between students, and even a scheduled Zoom meeting.

Another concern was the technology curve that many faced in distance education. For online courses to work for both students and teachers, new technology had to be incorporated into the classroom. Learning how to use Zoom or Microsoft Teams was one of the first hurdles, but it didn’t end there. Instructors had to find ways for students to interact and show understanding through Flipgrid, Kahoot, Softchalk, Canvas and so many more. Once the technology was learned and utilized, courses became more interactive, which satisfied to some extent, the students’ need for socialization.

Overall, distance learning has been a forced experiment for many. Students who used to take their face-to-face courses for granted have a new appreciation for attending school. Yet, instructors and students are meeting the challenges of online courses and many are discovering the benefits. Student success and satisfaction vary from student to student and course to course, yet with the ubiquity of distance learning, courses will continue to evolve and hopefully meet the needs of students.