Analyzing the Return of Students to In-Person Learning: A Comprehensive Study

Introduction:

participation, and attendance. We also recognize the importance of creating a positive classroom culture that promotes inclusivity, active learning, and collaboration. As instructors, we continuously seek feedback from our students to gauge their experiences and make necessary adjustments to enhance their learning journey. It is our commitment to support our students and ensure a smooth and successful transition back to face-to-face instruction.

Full Article: Analyzing the Return of Students to In-Person Learning: A Comprehensive Study

Learn About How Students Transitioned Back to Face-to-Face Instruction After the Pandemic

Introduction

As the pandemic began to subside and students were able to return to face-to-face instruction, researchers from the University of Wisconsin-Stout conducted a collaborative study to explore students’ academic experiences. This study focused on three disciplines: Business Management, Packaging Engineering, and Mathematics. The researchers collected data through pre- and post-surveys, as well as focus group interviews, to gain insights into the students’ transition from online/hybrid modalities back to face-to-face learning. In this article, we will discuss the results of the study and reflect on the lessons learned to foster student success during this transition.

Methodology

The research began in the summer of 2021 with a literature review and survey design. Data was collected during the fall 2021 semester and analyzed in the spring of 2022. Prior to the fall semester, the university had implemented safety measures such as mask requirements, face shields, and seating arrangements to maintain social distancing. However, by fall 2021, only the mask requirement remained in place. The university also mandated that 80% of course offerings be face-to-face. The participants in the study were students enrolled in linear algebra, management ethics, or packaging materials courses. They were predominantly sophomores, with some juniors, and came from various majors such as Applied Math, Computer Science, Packaging, and Business. Data collection involved pre- and post-surveys and focus group interviews. The pre-survey gathered information on students’ past modalities experiences, expectations, and demographics. The post-survey compared these expectations to the students’ actual experiences after the transition. Focus group interviews were conducted at the end of the semester with three students from each discipline. The participants were selected based on their previous experiences with online/hybrid courses.

Results

Course Modality Ranking

Among the students who participated in both the pre- and post-surveys, face-to-face instruction was the most preferred modality, followed by hybrid, online synchronous, and online asynchronous. However, there were notable differences between disciplines. Packaging students followed the overall average ranking pattern, business students preferred online asynchronous over online synchronous, and mathematics students preferred online synchronous over hybrid delivery.

Expectation and Experience of Transitioning

Overall, students had positive views of transitioning from online/hybrid to face-to-face instruction. They also reported positive engagement with their instructors. However, their views on the difficulty of the transition varied. While some students expected and experienced an easy transition, others found it somewhat difficult. Surprisingly, a small percentage of students reported a very difficult transition.

Prior Experiences of Non-Face-to-Face Modalities

The pre-survey revealed that students had different experiences with online synchronous, online asynchronous, and hybrid modalities. The majority of students anticipated better learning, had a positive outlook, and expected better focus when transitioning back to face-to-face instruction.

Student Lessons Learned Prior and Transferred

Students identified time management and organizational skills as the primary lesson learned from their online/hybrid experiences. These lessons also transferred to the face-to-face modality. Self-motivation and improved handling of emotional issues were other important lessons learned and transferred.

Experiences of Face-to-Face Modality Prior and After

Before the pandemic, students believed that face-to-face instruction was the best modality for promoting engagement. After returning to face-to-face instruction, students reported positive impressions, such as a strong connection with their professors and fellow students. However, some students found traveling to class to be more difficult after the transition.

Focus Group Revelations

Focus group interviews revealed that upper-level students who had prior experience with face-to-face classes were more eager to return to this modality. On the other hand, lower-level students who had not experienced face-to-face instruction in college were more anxious about the transition. Additionally, students from different disciplines had different perspectives on the benefits of face-to-face instruction.

Study Thoughts

The researchers found that students’ experiences with various modalities during the pandemic had an impact on their transition back to face-to-face instruction. Students valued the flexibility and convenience of online learning but recognized that their learning was not as strong. In contrast, face-to-face instruction offered open discussions, student engagement activities, and immediate feedback but required more effort from students. To support students’ transition back to face-to-face classes, the researchers suggested strategies such as building strong rapport with students and implementing effective teaching strategies.

Conclusion

This study shed light on students’ academic experiences as they transitioned back to face-to-face instruction after the pandemic. The findings highlighted the importance of considering students’ past modalities experiences and expectations, as well as the benefits and challenges of different instructional formats. By understanding these experiences, educators can create strategies to foster student success and effectively navigate future disruptions to traditional classroom settings.

Summary: Analyzing the Return of Students to In-Person Learning: A Comprehensive Study

Learn about the experiences of students transitioning from online/hybrid classes to face-to-face instruction as the pandemic subsided. The research, conducted in three disciplines – Business Management, Packaging Engineering, and Mathematics – examined pre- and post-survey results and conducted focus group interviews. Results showed that students generally preferred face-to-face instruction and had positive experiences with the transition, although some students found it more difficult. Lessons learned from online/hybrid classes, such as time management and self-motivation, transferred to the face-to-face modality. Strategies to support student success include building rapport and setting clear expectations.

Frequently Asked Questions

1. Why is the analysis of students’ transition back to face-to-face instruction important?

As students gradually return to in-person learning environments, it is crucial to understand the effects and challenges they may face during this transition. Analyzing the process helps educators and policymakers make informed decisions and provide necessary support.

2. What are some common concerns students may have when transitioning back to face-to-face instruction?

Students may have various concerns, such as social anxiety, fear of academic performance, adapting to new routines, maintaining relationships formed during virtual learning, coping with health and safety protocols, and adjusting to the physical classroom environment again.

3. How can schools support students during the transition back to face-to-face instruction?

There are several ways schools can support students during this transition:

• Provide clear and consistent communication about the return to in-person learning
• Offer orientation sessions or programs to familiarize students with the physical space and new routines
• Establish a supportive network comprising teachers, counselors, and peer mentors to address emotional and academic concerns
• Create opportunities for students to reestablish social connections and rebuild friendships
• Offer academic resources and additional tutoring sessions to address any learning gaps that may have emerged during virtual learning
• Implement social-emotional learning programs to help students manage anxiety and develop resilience

4. Are there any long-term impacts of the transition back to face-to-face instruction on students?

The long-term impacts of this transition can vary among students. Some may experience a smooth adjustment and thrive in the in-person learning environment. Others may face challenges in adapting and require additional support. It is important for educators and parents to monitor and address any persistent difficulties that may arise.

5. How can educators assess the success of the transition back to face-to-face instruction?

Assessing the success of the transition requires a comprehensive approach, which may include:

• Evaluating students’ academic progress and engagement
• Collecting feedback from teachers, students, and parents regarding their experiences and concerns
• Monitoring attendance rates and participation levels
• Assessing the overall well-being and social-emotional development of students
• Comparing pre- and post-transition performance to identify any significant changes