Have students' perceptions of online education changed with the easing of COVID-19 restrictions?

This research examines student preference toward online and on-ground (i.e., face-to-face) course delivery methods in higher education as a result of the easing of COVID-19 pandemic restrictions. Over 130 undergraduate and graduate students enrolled in Computer and Information Systems courses at a university located in the northeastern United States were surveyed from April 2021 to May 2022. The study found that with the easing of COVID-19 restrictions in Spring 2022, students significantly preferred on-ground over online courses in comparison to their preferences when COVID-19 restrictions were still high in 2021. None of the potential influencing factors contributing to the changed preference, including students' perceptions of online course effectiveness, self-skills supporting online learning (e.g., work independently without supervision, prioritization and time management), and the usefulness of classroom interaction in learning, were found to have significant differences from the time when COVID-19 restrictions were high to the present easing of them. © 2023 Issues in Information Systems. All rights reserved.

Blended Learning in a Higher Education Context: Exploring University Students' Learning Behavior

Blended learning is a growing phenomenon in higher education after the COVID-19 pandemic (the educational process moved entirely online), and the way is prepared for blended education mode in universities. Although blended learning research is on the rise, fewer studies regard university students' learning behavior in blended learning environments. This study aims to investigate university students' blended learning behavior perceptions shortly after the pandemic. A 19-item questionnaire was administered to 176 university students in Greece. Students, in general, expressed positive blended learning behavior perceptions. Higher percentages of agreement were associated with the role of audio-visual online resources in facilitating and supporting independent learning and with student motivation in blended education. Students expressed lower percentages of agreement, and some uncertainty, with regard to involvement in small group work with their peers. Implications for students, educators, as well as university policy and practice are discussed. © 2023 by the authors.

An Evaluation of the Perceptions of Socio-Humanities Students on the Skills of Critical Thinking

One of the fundamental objectives of higher education is to prepare students to think analytically in order to develop and create knowledge, thus going beyond receiving information and building simple knowledge. That is why higher education must adapt its teaching and learning process to cultivate critical thinking of students. In order for academia to ensure the effectiveness of the development of critical thinking skills, student perceptions cannot be neglected, given that they are the ultimate receptors. In addition, investigating students' perceptions of critical thinking skills could guide future training methods that promote their development. The purpose of this research is to explore students' attitudes and beliefs regarding critical thinking skills, as well as aspects of their development in academia and their transfer to other contexts. The study is conducted at the Dunarea de Jos University of Galaţi and uses the questionnaire survey method to assess students' perceptions of critical thinking, from several perspectives: the level of knowledge on critical thinking skills, strategies for learning critical thinking skills, the qualities of a critical thinker, the way students relate to the COVID 19 pandemic and fake news. To obtain the necessary data, the questionnaire was distributed through Microsoft Forms and subsequently analyzed to describe students' views on critical thinking. A sample of 101 students from specializations in the field of socio-humanities completed this survey. The results of the study showed that students invoke the need to overcome difficulties in developing critical thinking skills by: training teachers to use critical thinking in the classroom;including and practicing critical thinking skills in applied activities at courses and seminars;applying debates and discussions in the classroom as teaching and learning strategies;translating the theories learned in courses into different case studies;use of training skills, questionnaires, homework;participation in group projects in a collaborative environment. [ FROM AUTHOR] Copyright of Romanian Journal for Multidimensional Education / Revista Romaneasca pentru Educatie Multidimensionala is the property of Lumen Publishing House 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 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 . (Copyright applies to all s.)

Engineering in a Crisis: Observing Students' Perceptions of Macroethical Responsibilities during Pandemics and Natural Disasters

When the ethical responsibilities of engineers are discussed in classrooms, the focus is usually on microethics, which concentrates on individual decision-making, rather than macroethics, that addresses broad societal concerns. Pandemics (e.g., COVID-19) and natural disasters (e.g., hurricanes, derechos) have presented unique opportunities to observe engineering macroethical responsibilities, because unjust social, economic, and environmental systems have been brought to the forefront amidst the responses (e.g., inequitable transportation access). In this paper, we consider pandemics and natural disasters through the lens of engineering macroethics, aiming to understand students' perceptions about the macroethical responsibilities of engineers. In the fall of 2020, we deployed a survey to undergraduate engineering students at two universities (n=424). Students were asked to discuss what they perceived to be the role of engineering professionals in response to the global COVID-19 pandemic and natural disasters. We used a qualitative content analysis to explore the macroethical responsibilities mentioned in students' responses. Many of these responses include considerations of infrastructure resilience, resource distribution, and community equity. Logit models were used to identify which sociodemographic factors were associated with responses that included macroethical responsibilities, revealing engineering major (specifically, civil engineering), employment status, gender identity, and family size, among others as significant factors. The implications from this study include recommendations on curricular content, and identifying which student sociodemographic groups would especially benefit from macroethical content in coursework. © 2023 American Society of Civil Engineers.

Development and Validation of Online Learning Assessment Survey (OLAS) and Student Perception of Online Classes During the Covid-19 Pandemic

The COVID-19 pandemic forced the educational institutions in the Philippines to go full online, full modular or blended during its height in 2020. This study surveyed students' perception of online classes after having experienced the modality for one school year. An online questionnaire was developed and validated to collect data relevant for this research. The Cronbach's alpha value obtained is 0.85 suggesting an acceptable internal reliability. The survey went through evaluation by experts and was found to be valid and reliable. The quantitative and qualitative data gathered show that the students perceive online or virtual classes as innovative. It increases their autonomy and self-determination. It opens access to variety of platforms, online resources, and materials. However, there is a need to improve conduct of online classes to make learning easy and enjoyable, make it more engaging and motivating. Findings in this study reveal that the general perception of students on the conduct of online classes is neither positive nor negative. However, most of the negative feedback come from unreliable internet connectivity, physiological issues, financial demands, delayed feedback and issues with authenticity of examination scores that come along with online instruction. The results of this study can be used as a basis for development of interventions that could help address the issues that come along with online learning. Further research is recommended to fill the gaps created by the virtual teaching and learning arrangements to assist educators and institution administrators in drafting policies and strategies in managing the challenges of online modality. © 2023 ACM.

Collaborative group work: university students' perceptions and experiences before and during COVID-19.

The present study examines how the transition from in-person to online instruction following COVID-19 restrictions impacted group work in higher education contexts. Senior undergraduate students were surveyed regarding their perceptions and experiences with collaborative instructional methods in the Fall term preceding shutdown associated with COVID-19 and one year later when learning had shifted to online formats due to health mandates. Although students had fewer courses, they had more group work assignments during the pandemic than before. Group work experiences were rated less favorably in terms of efficiency, satisfaction, motivation, and workload demands during the pandemic versus before. However, forming friendships among group members was a salient feature associated with positive perceptions toward group work both before and during the pandemic. Anxiety was associated with negative perceptions toward group work only during the pandemic. Despite considerable comfort and familiarity with online tools, in-person contexts were rated more favorably than online contexts in terms of quality of work produced and learning. Findings reinforce the need to consider inclusion of interactive and social opportunities as important aspects of instructional design, especially in online contexts.

Investigation of Learning Attraction towards Digital Board Game by Using Eye Tracking Technology

In recent years, science teaching and learning has been changed from onsite to online activity since the beginning of the COVID-19 pandemic. This situation affects students familiar with the online classroom. Regarding this situation, science teachers design their lessons with a combination of onscreen learning activities. In addition, digital boardgame has been recognized as an educational tool for motivating and engaging students in learning science concepts. In this study, we explored students' attraction toward digital boardgame while they participated in the board game. To examine students' experiences with the digital board game for learning the energy conversion concept, we used eye tracking software and hardware of the Tobii eye tracker to collect their eye behavior while they were playing the digital board game. The data collected from eye tracking was analyzed to reveal students' attraction. Data collection was carried out with 6 K-12 education students. The result of student attraction toward digital board game is discussed in this article. © 2023 IEEE.

Changing attire, changing impressions: How instructor attire influences undergraduate student perceptions

As time passes, different groups of students might perceive things differently than those who preceded them. The idea of what higher education should be, look like, feel like, and be reflected upon in the aftermath might be shifting from the worldviews which have existed in recent decades. Added to the generally changing nature of perspectives, students have endured a substantial paradigm shift caused by the Covid-19 pandemic which upended their anticipation of what the classroom will be like, including assessing their instructors and the content of those courses. Literature has suggested that nonverbal signals, including attire, can influence perceptions of others which further suggests that by manipulating how one dresses, they can have a strategic impact on how others perceive them. As such instructors in higher education may not be up to date with the knowledge of how students are perceiving them which in turn could affect engagement, grades, content utilization, evaluations, and enrollment, all of which have implications for the entire organizational apparatus. A quantitative methodology utilizing an experimental survey design was utilized with a convenience sample of 144 undergraduate students enrolled in Communication Studies courses at a large mid-Atlantic university to determine what styles of instructor attire influenced student perceptions of the instructor's credibility, approachability, and affective learning qualities. Data was analyzed using a one-way analysis of variance (ANOVA) via SPSS which revealed that significant differences in attire for approachability and affective learning existed between attire styles, but not for credibility. While this study was helpful in updating knowledge of student perceptions of instructor attire, it was limited to only the perspectives of a Caucasian male and only the perceived characteristics of credibility, approachability, and affective learning qualities. Future researchers may want to replicate this study for greater generalizability, explore other instructor demographics and/or to add additional perceptual attributes or characteristics. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Exploring (in)dependent learning in a cross-institutional project about perceptions of learning

During the COVID-19 pandemic, significant focus was placed on the benefits and challenges of online versus traditional face-to-face learning. This paper presents the findings from a project which paints a more complex picture. Differing Perceptions of Quality of Learning, a collaborative project between four United Kingdom universities, investigated student perceptions of teaching and learning during the pandemic. Mixed methods using survey and focus groups to collect data were used. Analysis was conducted on the overall sample, by subject area, and by ethnicity. Findings indicated that the focus in universities should be shifted from the dichotomy of face-to-face or online learning toward flexible and scaffolded modes and approaches that lead to quality learning and progressively help students to move appropriately between lecturer-led learning and independent learning. Implications for the sector include a focus on pedagogical principles and ensuring the quality of any medium and environment used. The priority recommendation is to provide scaffolding for independent distance learning. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Improving accessibility and inclusiveness of university websites for international students: A mixed-methods usability assessment

Using a unique triangulation of a mixed-methods approach combining qualitative and observational techniques, this research investigated international student perceptions of the usability, interactivity and inclusiveness of a university website. The research was guided by the activity theory. Qualitative data were analysed to understand international student perceptions of usability and interactivity in relation to their intentions to use the university website. Additionally, findings established the significance of making university websites more inclusive as international students continue to face increasing uncertainties owing to the COVID-19 pandemic and racial inequalities in the USA and worldwide. Observational methods provided methodological and data triangulation. This research offers guidance for future research on higher education digital learning tools based on integrated theoretical mixed methods and also provides managerial implications for academic institutions in the design of student-centred and inclusive websites. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Emerging from the pandemic: instructor reflections and students' perceptions on an introductory programming course in blended learning.

Teaching an introductory programming course to first-year students has long been a challenge for many college instructors. The COVID-19 pandemic, which caused unprecedented shifts in learning modality across the globe, has worsened the learning experience of novice programmers. Instructors have to find innovative ways to keep students engaged and learning. Blended or hybrid learning has become a new preferred way of learning during the COVID-19 pandemic. Blended learning is viewed as a combination of both in-person and online instructions. Such a learning environment offers instructors the flexibility to provide learners with an engaging face-to-face learning experience while promoting the well-being and safety of students. Starting Fall 2020, York College (and other CUNY colleges) has since offered several courses in hybrid mode. Two years have passed since the abrupt transition. There were several lessons learned from the experiences. In this paper, I discussed evidence-based pedagogical approaches that were used to teach students in an introductory computer programming class at York College, CUNY, where blended learning was used. Student perceptions of learning experience and obtaining coding skills in both online and in-person environments are also presented. The findings from the survey suggested that students benefited from face-to-face interactions and feedback, while those who preferred an online environment liked the flexibility that online components offer. Through careful design and implementation of pedagogical approaches used in the class, novice programmers could potentially benefit from both face-to-face and online components of blended learning.

GETTING IN SYNCH: UNDERSTANDING STUDENT PERCEPTIONS OF SYNCHRONOUS ONLINE INSTRUCTION

Aim/Purpose This study examines the impact of transitioning from in-person classrooms to remote online business education and provides analysis of key factors impacting course and instructor ratings as well as strategies for higher education institutions to provide engaging instruction. Background "Zoom”ing into teaching and moving out of traditional classrooms during the COVID-19 pandemic has been a path full of twists and has impacted student perceptions of courses as well as instructors. One challenge has been to make the quality of synchronous online instruction perceived by students as positive as classroom-delivered ones. Methodology We analyze primary data collected in the course evaluation process from Business & Accounting students over six semesters between Fall 2019 to Spring 2022, covering pre-pandemic instruction in the classroom and the conversion to virtual instruction via Zoom. A total of 1782 observations for 38 courses were examined using mean comparison, regression and correlation analyses, and pairwise comparisons. Contribution We provide insights from the evaluation of those instructors who were able to make their Zoom-delivered courses perceived by students as equivalent or better than room-delivered ones. Specifically, clear presentation, stimulating delivery, providing feedback and encouraging discussion were positively correlated with successful online classes. Findings We find that there is a clear downward shift in course and instructor ratings as the change to synchronous online delivery was made. However, in the Spring of 2022, even though instructors and students were still not completely back in the classroom, both instructor and course ratings moved back closer to the pre-pandemic levels. The parameters associated with instructor ratings, such as providing feedback, clear presentations, stimulating sessions, and encouraging discussion, showed similar downward fluctuations. Also, aspects related to course content were affected by the transition to online modality, including training on critical thinking quantitative analysis, research and writing abilities, and overall usefulness of the content. Moore's model of Transactional Distance helps explain these changes. Recommendations We recommend that practitioners allow sufficient time for students and faculty for Practitioners to learn through online instruction delivery and supply training for both populations in adapting to learning in this delivery mode. Recommendations The disruption in higher education caused by COVID-19 has provided a wealth for Researchers of information on the pluses and minuses of online delivery. Careful inspection of trends can help provide guidance to higher education leaders. Impact on Society One of the many changes the COVID-19 pandemic brought was the opportunity to try alternate ways of connecting and learning. This study shows how this experience can be used to guide the future of higher education. Future Research Further research is needed to explore the in-depth reactions of students and faculty to the switch from classroom to online delivery, to explore whether these findings can be more broadly applied to other subjects and other types of universities. © 2022 Informing Science Institute. All rights reserved.

Distance Learning of Financial Accounting: Mature Undergraduate Students' Perceptions

This research sought to explore self-reported satisfaction levels of mature students enrolled in the virtual financial accounting course of the first online-only bachelor's degree in Portugal. While doing so, it attempted to generate understanding of which factors may affect undergraduate mature students' engagement—herein measured in terms of overall satisfaction—with online learning, particularly, of financial accounting. Thereby, this research addresses several research gaps. First, unlike most recent empirical research, it provides evidence from a post-pandemic period, in 2022. Second, responding to calls for further education research in different contexts, Portugal poses a highly relevant, unexplored research setting since it was only in 2019 that the Portuguese government approved a legal regime to frame distance education at Higher Education Institutions (HEIs). Third, this research focuses on the overlooked, and yet growing, population of adult mature students. The research evidence emerges from 32 valid responses to a structured electronic questionnaire circulated to students at the end of a financial accounting module (in July 2022). Satisfaction rates from students' own perspectives were derived in terms of (i) overall satisfaction, (ii) learning outcomes, (iii) e-learning process, and (iv) pedagogical practices adopted. The assessment of satisfaction levels was determined through Likert-type items with responses ranging from a minimum score of 1 to the highest score of 5. Data gathered were subject to quantitative analysis: descriptive statistics, Pearson correlations, statistical tests, principal component analysis, and linear regression. High levels of satisfaction with distance education were uncovered. We found that pedagogical practices constitute the dimension that contributed the least (though, still importantly) to overall satisfaction as compared with learning outcomes and e-learning process. The results of this research offer the potential to contribute to the implementation of training offerings of online courses at other Portuguese HEIs as well as abroad.

Students' Perception of Online Learning During the COVID-19 Pandemic: Polish and Ukrainian Perspectives

The COVID-19 pandemic prompted a rapid shift to online learning at universities, leading to an acceleration of changes directed at creating more inclusive education models. The goal of this research is to explore various aspects of online learning patterns, including students' online behavior, and attitude towards online communication. The study incorporates qualitative and qualitative data analysis. Based on 1562 survey responses from Polish and Ukrainian students, it has been found that there are still differences in digital competencies between men and women, which may be rooted in traditional gender roles. The analysis of students' attitudes towards online education also identified both positive and negative aspects of this form of learning, providing insight into areas that could be improved. The main research limitation stems from the interpretative nature of the findings, which have restricted generalization power. The research findings may be useful in shaping future educational policies at Polish and Ukrainian universities. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Investigation into the transition to online learning due to the COVID-19 pandemic, between new and continuing undergraduate students.

Higher Education Institutions (HEIs) were required to rapidly respond to the COVID-19 pandemic, integrating online and blended learning approaches to sustain teaching and learning provision. However, limited evidence exists to understand the student experience and perception of the various methods of online learning, in particular across different levels of study (new and continuing students). Therefore, the aim of this study was to compare the experiences of online learning transition, between new first year undergraduate students and continuing second and third year students, enrolled on various undergraduate sport programmes. A total of 182 students responded to an online survey, which investigated the students' perceptions of online learning approaches. Participants were split according to level of study; [Level 3 (Foundation Year) and 4 (First Year Undergraduate) combined N = 62, Level 5 (Second Year Undergraduate), N = 51 and Level 6 (Third Year Undergraduate), N = 69]. Key findings highlight that both new and continuing students had an overall negative perception of online learning but did acknowledge that online learning provided a more flexible approach to their overall learning experience compared to face-to-face. Face-to-face teaching was deemed more engaging and sociable, in particular for the practical aspects of the programmes. Overall, there were no significant differences between the different levels of study for any of the questions asked. Although continuing students raised the difficulties of conducting practical sessions online, whereas this was not mentioned by new students. To conclude, this study provides novel insights into the experience of new and continuing students, and we advise that future blended learning strategies should consider the programme as a whole, rather than tailoring pedagogic strategies based on the level of study.

Online teaching: Boon or a bane in the perception of medical students during COVID-19 pandemic

Context: The research gap is found when it comes to studying the perception of the medical undergraduate students toward e-learning during COVID-19 pandemic in India when e-learning has emerged as the only available option to continue learning in medical education. Aims: This study aims to identify the perception of the medical undergraduate students toward e-learning during COVID-19 pandemic. Settings and Design: Descriptive questionnaire-based study was conducted at Yenepoya Medical College, Mangalore. Materials and Methods: A prevalidated questionnaire form on online teaching was circulated to medical students of our institution. A total of 135 students' responses were analyzed. Statistical Analysis Used: Descriptive statistical method was applied and results are expressed in frequency and percentages. Results: Out of 135 responses, 37.8% were from phase I, 28.9% from Phase II, and 33.3% from phase III students. 57.8% of students expressed they would like to learn with online classes, whereas, 20.7% of students mentioned that teaching activities should be suspended till the pandemic settles down, 12.6% suggested self-directed learning, and the remaining 8.9% are happy with assignments and study materials. Regarding the format of online classes, 52.6% preferred live classes with PowerPoint presentations to prerecorded classes. With respect to duration, 77% insisted each class should be between 30 and 45 min. 71.9% said a maximum of 2-4 h they could concentrate on online teaching activity in a day. 88.9% expressed connectivity issues as a challenge, 60.7% were not able to grasp the subject, and 22.2% expressed that their doubts are not answered. In general, 81.5% feel that conventional offline classes are better and only 7.4% of students are happy with online classes. Regarding the benefits of online classes, 80.7% expressed that online classes are safe and can attend online class from any place. 69.6% mentioned that group activity is the major concern followed by lack of discussion with the teacher. Conclusions: With advanced technology online teaching though was a boon during pandemics for many but other concerns should be addressed for successful and effective teaching activities. © 2022 Wolters Kluwer Medknow Publications. All rights reserved.

Teachers' and students' perceptions and practices in promoting a sense of community for blended education

Blended learning is not a new concept, but has attracted increased interest among higher education institutions in preparing for future education. During the COVID-19 pandemic, many teachers have gained extensive experience with online and digital education. Yet, maintaining social engagement amongst and with students, while motivating them to actively participate in their learning, remains a momentous challenge for teachers working in a blended learning environment [1]. Poor social interactions cause a negative impact on the quality of blended learning [2], culminating in students feeling lonely, isolated, and losing motivation [3]. As such, a sense of community will be crucial, but may be difficult to achieve due to limited physical classroom time. This study addresses students' and teachers' viewpoints, and seeks to answer the question: What are the perceptions and practices of students and teachers regarding promoting a sense of community in a blended learning environment? A qualitative methodology is utilized, including non-participant observation, document analysis, and interviews for data collection and analysis. Firstly, the findings of this study enhance our understanding of teachers' perceptions, practices, and challenges for cultivating SoC. Secondly, this study provides information for professional development of teachers that carry out blended education. Finally, we hope this study can support higher education institutions in preparing and reshaping for the future. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

Logistic Regression Model for Measuring Perception on Open and Distance Learning (ODL) during COVID-19 Pandemic based on Impeding Factors among Students

Authorities have suggested emergency remote instruction to guarantee that students are not left idle during the pandemic due to the sudden closing of educational facilities. Then for the time being, traditional methods (face-to-face) have been replaced by Open and Distance Learning (ODL). Face-to-face learning was preferred by the majority of students over online learning since students were not able transit to online learning and lacked inspiration. Hence, this study focuses on perception towards ODL during COVID-19 among statistics' students at FSKM UiTM Shah Alam based on some impeding factors such as social issue, lecturer issue, accessibility issue, academic issue, generic skills and learner intentions. The aim of this study is to investigate the perception of statistics' students on ODL based on impeding factors and to identify the significant impeding factors effect on statistics students' perception on ODL. There are 160 observations that are used in this study. The methods that are being used in this study are descriptive analysis and logistic regression. Overall, from the result obtained, students' perception on ODL are approximately to agree for social issue, academic issue and learner intentions variables. Meanwhile, the significance impeding factors in this study are social issue and learner intentions. This study may help higher education institution to improve and make a better strategy to improve the existing teaching method that have been applied by all lecturers. © 2022 IEEE.

Effect on the Competencies Development and Collaborative Learning During the COVID-19 Lock Down from a Student Perception

During the last years, the way of teaching classes was impacted by modifying almost 100% of the university courses to digital mode, this modified the academic space for the learning and development of competencies of the students, including collaborative learning. Collaborative work helps students to exchange knowledge, solving doubts between them and complementing their skills when they are solving problems or challenges. This paper presents an analysis of the development of competencies through collaborative learning using virtual communication channels. For this purpose, the following transversal competencies were evaluated: critical thinking, scientific thinking, leadership and reasoning for complexity. The question that seeks to answer this work is from the perception of the students, if their development of competencies and their performance in collaborative learning, has been affected due to the pandemic and the permanent online connection. The statistical test used was the paired t-test, since the same population was evaluated at different times, a survey was carried out on students at the beginning of the semester and at the end of the semester. The results showed that the lockdown situation modified the compromise of most of the students to work on teams as well as their ability to stay focused. Therefore, only the competencies that involve self-work (scientific work, reasoning of complexity) or multidisciplinary work, were increased during the lockdown. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Students' experiences with and perceptions of a community college counseling center on a community college campus: A phenomenological study

The purpose of this study was to explore the phenomenon of community college students' perceptions and experiences regarding mental health counseling services on a community college campus. The conceptual framework used for this study was Hettler's (1976) Six Dimensions of Wellness model, which demonstrates the interconnectedness of all six dimensions (occupational, physical, spiritual, emotional, intellectual, and social) that come together and are influential on overall wellness. A transcendental phenomenological approach was used for this study. Upon receipt of a signed (using a checkmark) informed consent and demographic data form, semistructured interviews were scheduled with participants to begin data collection. The interviews took place via Zoom, as the COVID-19 pandemic limited the ability to conduct interviews in person. There was a total of nine participants. The nine participants were of diverse race and ethnicity, between the ages of 18 to 26, and six self-identified as female and three self-identified as male. Data analysis took place using Moustakas's (1994) modification of van Kaam's (1959, 1966) method for data analysis for phenomenological research. Five themes emerged from the participants' experiences. The essence of the participants' experiences revealed their perceptions that having mental health services, counseling services, and mental health programs on campus would be beneficial. The nine participants gave various reasons for finding value in these services, which they felt would help with academic and personal challenges. Participants indicated that home and personal life impacts school life, and having mental health professionals on campus would be beneficial in learning how to cope and balance the two. The implications of this study are that community college students have outside responsibilities and challenges that impact them academically, mental health counseling, programs, and support is lacking, and a need for mental health support for community college students is not being met on community college campuses. Additionally, it is imperative that community college administration and stakeholders use the Six Dimensions of Wellness perspective of holistically meeting the needs of students and view counseling as one answer to persistence, retention, and completion. (PsycInfo Database Record (c) 2023 APA, all rights reserved)