新冠肺炎疫情对在线转学生和在校转学生的影响不同

• ¹美国佛罗里达大学农业与生命科学学院食品与农业科学研究所微生物学与细胞科学系
• ²美国佛罗里达大学农业与生命科学学院食品与农业科学研究所农业教育与传播系

2019冠状病毒病大流行对高等教育造成了广泛破坏，凸显了紧急转向在线教学的负面影响。因此，在疫情期间，高等教育中精心设计的在线课程的优势被掩盖了。此外，在大流行期间，社会经济差异加剧了，并扩展到STEM本科转学生，他们更有可能是低收入的，来自历史上代表性不足的群体，年龄较大，以及家庭中第一代上大学的学生。为了更好地了解大流行对STEM本科生(包括有意设计的在线课程的本科生)的影响，对美国一所大型R1机构2020年春季至2021年秋季招收生命科学专业的352名学生进行了有序回归分析。比较了三种类型的学生:在校学生、首次进入大学的学生(FTIC);转学(OC-TR);在线转学(ONL-TR)学生。后者接受所有在线授课，而在校学生群体在大流行之前主要接受面对面授课。与在校学生、FTIC和OC-TR相比，ONL-TR学生报告负面教育影响的可能性低6倍以上，同时控制了父母教育程度、收入、性别、种族/民族和GPA。额外的调查项目进一步探讨了这一结果，并通过学生的学术记录和文本回答的主题分析进行了验证。 A pre-/post-pandemic comparison revealed that students maintained a similar course load and GPA, despite increased perceptions of a lower GPA during the pandemic. OC-TR students were over 2 times more likely to express increased concern related to delayed graduation and higher frequency of feeling stress compared to FTIC and ONL-TR students. Meanwhile, low-income students were more likely to report stressors due to the pandemic’s impact on daily life, independent of student type. Taken together, students in this intentionally designed online program were more resilient to the educational and emotional impacts of the pandemic compared to on-campus students. The differences between student groups warn against generalization of student impacts and suggest further research into the positive role of online learning, not just for delivery of educational content and expanding access, but for academic and emotional stability for different student populations.