ABSTRACT
Higher education has and continues to be sharply disrupted due to the COVID-19 pandemic. In this paper, our focus is on the pandemic’s impact on higher education, specifically on undergraduate marketing students’ perceptions of learning experiences during the switch from traditional face-to-face learning to online approaches. Understanding student perspectives on which specific aspects of their learning experience were satisfying or dissatisfying offers faculty valuable insight as to how to navigate this (for many) new teaching environment and enhance student experiences and outcomes. Collecting data during spring semester 2020 offers a unique view from students as universities abruptly pivoted from previously face-to-face instruction to online learning. The Critical Incidents Technique was used to capture the voice and perceptions of marketing students. Results are reported and aligned with teaching strategies for faculty to utilize in this new (for many) learning environment, as well as future learning/teaching shifts necessitated by other disruptions in higher education. [ABSTRACT FROM AUTHOR] Copyright of Marketing Education Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)