Switching from Face-to-Face to Online Instruction Midsemester

The COVID-19 pandemic disrupted higher education during Spring 2020 by forcing all face-to-face classes to unexpectedly transition online learning. To better understand how switching remote learning affected students and the factors that impacted their ability successfully complete classes, 168 undergraduate in three different psychology (six sections total) were asked last week of semester about experiences from before after switch. Students reported some decreased access technology, changes work responsibilities, amount physical illness, need care for others who physically ill. Notably, consistently increased stress focus. varied much they prioritized switch, which predicted performance class, measured exam grade, overall completion attendance Importantly, survey respondents significantly differed non-respondents class performance, suggests results voluntary surveys may capture a limited perspective possibly underestimate detrimental effects shift instruction. Implications planning future global are discussed.