Department
School of Communication and Media
Document Type
Article
Publication Date
10-23-2024
Embargo Period
7-10-2025
Abstract
The 2020 COVID-19 crisis forced universities to make a dramatic shift to emergency remote education (ERE). While the urgency of the pandemic is gone, schools continue implementing ERE, but more often on a short-notice, short-term basis in response to various situations. This research examines students’ suggestions for improving university transitions to ERE and applies them to post-pandemic use of ERE. Qualitative thematic analysis was used to analyze responses to an open-ended survey question answered by 2,751 students at a large Southeastern U.S. university. Responses identified main concerns as Grades and Grading (38%), Better University and Instructor Preparation (23%), Improved Learning Experience (18%), Meeting Student Needs (12%), and No Suggestions (9%). The study found that reducing the uncertainty students felt about ERE’s impact on grades, course content, class schedules, assignments, and communication with instructors would improve their online learning experience. Recommendations suggest preemptive steps universities can take to improve post-pandemic use of emergency remote education.
Journal Title
SAGE Open
Journal ISSN
2158-2440
Volume
14
Issue
4
Digital Object Identifier (DOI)
10.1177/21582440241288132
Comments
This article received funding through Kennesaw State University's Faculty Open Access Publishing Fund, supported by the KSU Library System and KSU Office of Research.