Bradaric Brinda Desai, Tresselt Dina Batlivala
Department of Undergraduate Studies, College of Health Sciences, Rush University, 600 South Paulina St., Suite 1001 AAC, Chicago, IL 60612 USA.
Educ Inf Technol (Dordr). 2022;27(9):11991-12002. doi: 10.1007/s10639-022-11104-6. Epub 2022 May 24.
Moving to a virtual platform can introduce barriers beyond access and stability of technology, which may influence students' academic performance. The aim of this study was to identify factors, both personal and technology-related, that students and faculty perceived as contributors to academic performance. Enrolled students and teaching faculty in the Bachelor of Science programs at Rush University were surveyed. Analysis of survey results indicated that mental health and finances hindered students' performance, whereas faculty reported that technology accessibility and stability was the greatest contributor to students' performance. Both groups reported that at-home learning environment contributed to students' academic performance. These results provided insight into factors that impact student academic performance, allowing for appropriate changes to courses and overall curriculum to ensure undergraduates' learning and retention of course material.
转向虚拟平台可能会带来技术访问和稳定性之外的障碍，这可能会影响学生的学业成绩。本研究的目的是确定学生和教师认为对学业成绩有贡献的个人因素和与技术相关的因素。对拉什大学理科学士学位项目的在册学生和教师进行了调查。调查结果分析表明，心理健康和经济状况阻碍了学生的成绩，而教师报告称技术可及性和稳定性是学生成绩的最大贡献因素。两组都报告说家庭学习环境对学生的学业成绩有影响。这些结果为影响学生学业成绩的因素提供了见解，有助于对课程和整体课程进行适当调整，以确保本科生学习和掌握课程材料。
