Implications of Communication, Organization, and Structure on Remote Learning
by Samuel Mifflin, Madeline Culwell and Thomas Waggett
Abstract
Our research is aimed at understanding and synthesizing various aspects of online learning in order to maintain an effective academic environment. Specifically, we will discuss how modes of communication, organization, and structure impact overall instructional and learning efficacy.
Introduction
In the Spring of 2020, academic institutions all over the world faced sudden pressure to transition towards online classes in order to slow the spread of COVID-19. Modes of instructional communication often occurred through live video software, such as zoom, or pre-recorded lectures. We will discuss both the advantages and disadvantages of such approaches, in addition to provide anecdotal accounts of how the various learning-structures have impacted learning.
Modes of Online Communication
Advantages of pre-recorded lectures
- Enhanced quality (through proper editing)
- Ability for students to pause/rewind the video
- Accessible anytime- day or night
Disadvantages of pre-recorded lectures
- Inability to ask questions
- Lack of social interaction/collaboration
Advantages of live-video:
- In-class participation/ability to ask questions
- Communication among peers
Disadvantages of live-video:
- Time zone differences
- Live video requires coordination among teachers and students to be ready at a specific time
Methods
Our methodological approach is to acquire data via feedback responses from surveys, in which students and professors are asked questions such as “How has online communication impacted the clarity of learning objectives?”
Discussion of Online Course Structure
Survey Questions
- How have the differences in communication and format of online classes impacted each of the following?
- strong positive impact
- positive impact
- neutral/no change
- negative impact
- strong negative impact
- Clarity of Learning Objectives
- Clarity of Assignment Expectations
- Clarity of Assignment Deadlines
- Ability to Ask Questions about Assignments
- Comprehension of Lecture Content
- Comprehension of Overall Course Content
- Ability to Ask Questions about Lecture/Course Content
- Is there anything that would improve your academic experience given these circumstances?
- What has been the most positive aspect for you with the transition to online learning?
- What has been the most negative aspect for you with the transition to online learning?
- If you have experienced both pre recorded lectures and live lectures (i.e. Zoom), which mode of instruction do you prefer?
Results
As of 4/27/2020 at 8:00 p.m. MST
We have received 28 survey responses as of Monday 4/27/2020. Fourteen responses are from CU Boulder students. Fourteen responses were from students at Montana State University.
If you have experienced both pre-recorded lectures and live lectures (i.e. Zoom), which mode of instruction do you prefer?
How have the differences in communication and format of online classes impacted the following?
- Clarity of Learning Objectives
- Clarity of Assignment Expectations
- Clarity of Assignment Deadlines
A couple of survey responses made note that in the when important announcements (e.g. changes of assignment expectations and deadlines) were communicated via email, they had trouble keeping track of the most updated information.
How have the differences in communication and format of online classes impacted the following?
- Ability to Ask Questions about Assignments
- Ability to Ask Questions about Lecture/Course Content
Is there anything that would improve your academic experience given these circumstances?
A suggestion from many students is to keep the workload the same as it had been prior to remote learning. A couple responses explained that their classes have an increased workload due to additional assignments meant to supplement the classwork they had in-person. They expressed that additional “classwork” separate from the lecture took time away from other assignments, but did not enhance their understanding of the course content.
What has been the most positive aspect for you with the transition to online learning?
The responses we have received thus far draw attention to a couple key aspects of online learning that have been helpful for students:
- Nine responses focused on the flexibility they have with remote learning. A few students noted that the prerecorded lectures allow them to work through the material at their own pace.
- One response also discussed an improvement in their ability to participate during lectures. Specifically, the student feels “ less shy to participate or ask questions over chat/remotely.”
What has been the most negative aspect for you with the transition to online learning?
As of 4/16/20, the majority of the responses describe challenges in students’ comprehension of course content. A few students attribute their decreased understanding to not interacting with classmates and professors during lectures. One response noted an “ambiguity of due dates and course assignments.”
Discussion
There have been a number of responses discussing communication from professors about assignment due dates. Within these particular responses, there has been a focus on the challenges that arise on both ends of the spectrum of communication. In some cases, professors send so many emails and notifications that students have trouble keeping up. Other times, there is a lack of communication to notify students of new assignment expectations. The following are a few responses indicating this challenge:
“Too many emails makes it difficult to sort through deadlines and important announcements. On the other hand, emailing professors questions allow for a written responses which can be saved and referred to later”
“Just the communication between teacher and students seems muddled…”
“Professors either communicate way too much (constant stream of emails and notifications) or not enough”
In response to our question about how to improve academic experiences, one student suggested the following:
“Having assignment deadlines posted or reminder emails sent. Half the time assignments are created and past due before I even know, and the professor never even mentions them in class”
It is also particularly notable that while all of the bar graphs peak at the level of COVID-19 having a “negative impact,” this is seen most dramatically in the results regarding clarity of learning objective and clarity of assignment expectations. Six respondees (25% of our data) selected “strong negative impact” for clarity of learning objectives. This indicates a need for guidance about the big picture of what they are learning. How can students organize the information from lectures, homework, textbooks, etc. into something larger? How do can they know when they’ve met the goals of the course and where they fall short? A possible answer could be with individual feedback from professors or a list of concepts that should be fully understood by the conclusion of the course.
Conclusion
Based on the survey feedback thus far, we find that the challenges online learning can be addressed on a few levels. First, a dichotomy seems to arise in the benefits of two modes of instruction: we see clearer communication in live lectures and more convenience in pre recorded lectures. Both aspects attribute to a decrease in students’ stress. However, despite the differences between these two methods, one overarching challenge is present in both: a lack of clarity on assignments and expectations. This causes students to miss deadlines, but also leads to confusion about learning objectives. Therefore we propose that the best improvement to online learning would be more consistent communication about the expectations for assignments. A clearer understanding of the course’s schedule and goals may lessen students’ stress about how they are doing in their classes.