This qualitative research study investigates students’ perspectives on the mandatory conversion to online classes due to COVID-19. In particular, this study explores (1) students’ struggles with conversion of class to online, (2) students’ likes of converted online class, (3) students’ dislikes of converted online class, 4) students’ happiness toward converted online classes, and (5) students’ recommendations on ways to improve online classes. The study was conducted at three universities in the southeastern region of the United States. The major findings of the study are (1) almost 80 percent of students reported struggles when class was converted to online, (2) 88 percent of students reported dislikes about class being converted to online, and (3) 86 percent of students were happier when class met on campus. The top three struggles for students in converted to online classes were learning course materials, time management, and adjusting to changes in the course. The top three dislikes from students in converted to online classes were lack of interaction with professor and classmates, not being able to ask questions, and the course material was harder to learn online. Students did report some likes about class being converted to online such as more convenient, more flexible, responsive instructors, more time, and savings on gas and transportation costs. Overall, the research study found both positive and negative reactions from students when their classes were converted to online.
Adult and Continuing Education Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons