EMERGENCY REMOTE LEARNING

SATISFACTIONfor Students and Instructors

Satis�ed

Dissatis�ed

Neither satis�ed nor dissatis�ed

21%

4%

77%

35%

10%

55%

RATE SATISFACTION WITH THE REMOTE LEARNING/TEACHING THAT REPLACED FACE-TO-FACE LEARNING:

The sudden shi� to remote teaching in Spring 2020 presented new challenges for both students and faculty. So, how satis�ed were these groups with the result? Wiley Education Services conducted a survey to determine just that. Let's take a look at the differences between students and faculty.

Wiley Education Services

SURVEYED

4,280

students

499

faculty

Learnedmuch better

Learnedsomewhat better

Learned as well

De�nitely did not learn as well

Somewhat did not learn as well

24%

37%

34%

5%

1%

45%

28%

15%

7%

4%

COMPARING SPRING 2020 TO PAST TERMS, AS A RESULT OF THE PANDEMIC AND REMOTE LEARNING,

HOW DO YOU THINK YOU/YOUR STUDENTS LEARNED:

RATE THE EFFECTIVENESS OF

23%30%24%16%

20%26%29%17%

7%

18%25%25%21%11%

11%21%31%26%12%

8%14%26%29%23%

9%8%15%26%43%

8%

34% 39% 18% 8%

29% 34% 26% 8%

0%

22% 28% 37% 11% 0%

26% 35% 27% 9% 0%

15% 24% 25% 24% 12%

24% 32% 28% 12% 0%

0%

Direct one-on-one contact with

instructor

Live video call/lecture (Zoom, etc.)

Prerecorded lectures

Digital reading materials, digital

textbooks, and textbook websites

Discussion boards

Other

Extremelye�ective

Note�ective

Extremelye�ective

Note�ective

METHODS USED TOLEARN REMOTELY

DUE TO THE PANDEMIC

METHODS USED TOTEACH REMOTELY

DUE TO THE PANDEMIC:

I RECEIVED/WAS ABLE TO PROVIDE TIMELY FEEDBACK ON ASSIGNMENTS.

Setting deadlines for coursework is crucial for both instructors and students, while constructive, timely feedback keeps concepts fresh in students’ minds.

60%students

86%faculty

I FELT MY INSTRUCTORS WERE/I WAS ACTIVELY INVOLVED IN LEARNING.

Proactive communication from instructors, such as class-wide announcements, keeps students engaged and alert. Be sure to use a variety of communication methods, including highlighting standout students and personally assisting those having di�culty.

70%faculty

62%students

I KNEW WHAT WAS EXPECTED OF ME/I FELT I SET CLEAR EXPECTATIONS.

Remote teaching requires a slightly di�erent mentality, and a framework like the Community of Inquiry promotes quality interactions through social, cognitive, and teaching presence. Keeping students and instructors on the same page sets clear expectations for everyone.

57%

students

91%

faculty

Implementing emergency remote teaching was critical in order to continue learning during a pandemic. Both students and faculty agreed they were

satis�ed with the remote teaching implemented, and the majority felt they were actively involved and accessible while remotely learning and teaching.

For additional insights on making the transition to remote teaching, visit our COVID-19 Faculty Support page.

edservices.wiley.com

Source: Capranos, D. & Dyers, L. (2020). Pandemic Response Survey. Orlando, FL: Wiley edu, LLC.