ABSTRACT
Many college students had to switch to remote learning during the COVID-19 pandemic. Analyzing their workload and productivity after this major change is helpful to improve remote learning and teaching under these circumstances;however, there is limited quantitative evidence. Therefore, this study aims to quantitatively explore the impact of remote learning on college students' workload and productivity in the US during the pandemic. Within this issue, this research also asseses the impact of assistantships (i.e., students get paid for research, teaching, or other work) on students' workload and productivity, which has not been examined in remote learning during the pandemic. An online survey was developed and distributed, with 48 valid responses received. Descriptive analysis showed that total workload and overall productivity in remote learning were decreased, and students with assistantships had a higher total workload and higher productivity than those of students without assistantships. T-Test indicated that the overall productivity in remote learning was reduced, with the most significant decrease in lecture attendance. Specifically, no significant difference in total workload between face-To-face and remote learning was detected, while significant differences in total workload and overall productivity between students with and without assistantships were identified. Further exploration of participants' comments suggested the folloiwng major reasons for decreased productivity, including inadequate learning location, distraction, lack of self-motivation, and technology and connectivity issues. This study can help students and instructors better arrange study contents to improve remote learning productivity and further reduce the negative impact of the pandemic on education activities. © 2022 ASCE.
ABSTRACT
Many college students had to switch to remote learning during the COVID-19 pandemic. Analyzing their workload and productivity after this major change is helpful to improve remote learning and teaching under these circumstances;however, there is limited quantitative evidence. Therefore, this study aims to quantitatively explore the impact of remote learning on college students' workload and productivity in the US during the pandemic. Within this issue, this research also asseses the impact of assistantships (i.e., students get paid for research, teaching, or other work) on students' workload and productivity, which has not been examined in remote learning during the pandemic. An online survey was developed and distributed, with 48 valid responses received. Descriptive analysis showed that total workload and overall productivity in remote learning were decreased, and students with assistantships had a higher total workload and higher productivity than those of students without assistantships. T-test indicated that the overall productivity in remote learning was reduced, with the most significant decrease in lecture attendance. Specifically, no significant difference in total workload between face-to-face and remote learning was detected, while significant differences in total workload and overall productivity between students with and without assistantships were identified. Further exploration of participants' comments suggested the folloiwng major reasons for decreased productivity, including inadequate learning location, distraction, lack of self-motivation, and technology and connectivity issues. This study can help students and instructors better arrange study contents to improve remote learning productivity and further reduce the negative impact of the pandemic on education activities.