In order to minimize the effects of COVID-19 on teaching and learning, educational institutions around the world moved quickly to transfer education from traditional classrooms to an online learning environment. The main objective of this study was to determine the effects of COVID-19 on students and instructors of several world languages at Brigham Young University (Provo, Utah), highlighting the viability or possible limitations of online learning in university teaching and learning during COVID-19. Thus, this study investigated the effects this transition had on students' learning as well as instructors' teaching practices. Using the thematic analysis described by Braun and Clarke (2013) to analyze which factors influenced the instructors' and students' adaptations to a new online teaching and learning environment during this period of transition from the traditional classroom to online learning, ensured a comprehensive study of the qualitative data. Using survey data, I was able to make conclusions derived directly from the data collected. Results of this study indicated that most learners and instructors felt that the following factors are necessary for online learning to be successful and beneficial: A well designed, rigorous curriculum; technological and emotional support before and during the transition; constant feedback from instructors; opportunities for student-to-student collaboration; and opportunities for instructors and students to build relationships. These results support previous research, which has also shown that the online environment requires more than simply transferring content from a traditional to an online setting. Instructors must be organized and know how to implement the course curriculum and use the right methods for the new environment to avoid factors that trigger stress and anxiety, thus blocking their learning. Therefore, appropriate training from the institutions as well should be ensured before transitioning to an online environment.
College and Department
Humanities; Spanish and Portuguese
BYU ScholarsArchive Citation
Galvez-Mulloy, Gladis Jeanneth, "How Have Students and Teachers Adapted to Online Instruction During the COVID-19 Global Pandemic?" (2022). Theses and Dissertations. 9364.
Asynchronous, computer literacy, coronavirus, COVID-19, e-learning, face-to-face, online environment, synchronous, traditional classroom