Prather Jonathan F, McCoy Dan, Heaney April, Smith Laurie A, Grimes Eirin, Bloomston Natalie A, Courtney Nycole
Department of Zoology and Physiology, Life Sciences Program, University of Wyoming, Laramie, Wyoming, United States of America.
Haub School of Environment and Natural Resources Program, University of Wyoming, Laramie, Wyoming, United States of America.
PLoS One. 2025 Jun 2;20(6):e0324832. doi: 10.1371/journal.pone.0324832. eCollection 2025.
Our objectives in this study were to understand the impact of COVID-19 disruptions on the academic and personal experiences of undergraduate students at a state land-grant institution in the Western United States, and to use those insights to identify actionable ways to improve student success. We used a mixed method survey to assess strategies used by undergraduates to adapt to COVID-19 disruptions. Results revealed that despite challenges, the majority of students continued toward their academic goals. Face-to-face classes yielded the greatest student satisfaction, and students reported great dissatisfaction with separation from peers and instructors. These insights will be especially helpful to educators and administrators in responding to future challenges and planning future approaches. This overview of students' attitudes associated with moving from in-person to online coursework may also be useful for advising students considering which of these instructional paradigms to pursue.
我们在本研究中的目标是了解新冠疫情干扰对美国西部一所赠地公立大学本科生学术和个人经历的影响，并利用这些见解确定可采取的行动方法，以提高学生的学业成就。我们采用了混合方法调查，以评估本科生为适应新冠疫情干扰所采用的策略。结果显示，尽管面临挑战，大多数学生仍朝着他们的学术目标前进。面对面授课带来了最高的学生满意度，学生们报告说，与同学和教师分离让他们非常不满。这些见解对于教育工作者和管理人员应对未来挑战及规划未来方法将特别有帮助。这一关于学生从面对面课程转向在线课程相关态度的概述，对于为考虑选择哪种教学模式的学生提供建议可能也有用。
