Remote online learning outcomes in introductory psychology during the COVID-19 pandemic

• Published in: Scholarship of teaching and learning in psychology 2022-04
• Main Authors: Gravelle, C. Donnan, Brodsky, Jessica E., Lodhi, Arshia K., Zapparrata, Nicole M., Che, Elizabeth S., Ober, Teresa M., Brooks, Patricia J.
• Format: Article
• Language: English
• Subjects: COVID-19; Distance Education; Educational Program Evaluation; Electronic Learning; Female; Human; Introductory Psychology Education; Male; Pandemics; Psychology Education; School Learning; Student Characteristics
• ISSN: 2332-2101; 2332-211X
• DOI: 10.1037/stl0000325

This study investigated factors contributing to Introductory Psychology students’ success in remote online learning during the coronavirus disease (COVID-19) pandemic. Building on the composite persistence model, we used learning outcomes assessment data to examine student characteristics (demographics), skills, and internal and external factors as predictors of performance of diverse students ( N = 1,270) enrolled at an open-enrollment, Hispanic-serving institution in Fall 2020. In keeping with prepandemic national trends, Hispanic/Latinx and Black/African American students performed worse across outcomes (pass/fail, homework submission, quiz scores, and test grades), as did males on most outcomes. Reading comprehension skill predicted all outcomes over and above student characteristics. For internal factors, greater perceived difficulty of transitioning to online learning adversely impacted most outcomes. Self-reported digital multitasking was unrelated to outcomes; only 25% of students identified difficulties with attention and motivation as a learning challenge. For external factors, the use of handheld devices to complete homework was associated with worse outcomes. About half (49%) identified digital access as a challenge, though identifying this challenge was unrelated to outcomes. Additionally, students in larger sections (≥ 119 students) performed worse. Students who noted specific challenges (e.g., digital access, disruptive environments) at the start of the semester tended to be from demographic groups (e.g., females) with better outcomes. Cumulatively, these factors accounted for only 10.4%–16.5% of variance in course outcomes, suggesting that other factors beyond the present study’s scope (e.g., student, family, and community mental and physical health) may have also impacted learning during the pandemic. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)