Scholarship of Teaching and Learning in Psychology, Vol 9(3), Sep 2023, 264-275; doi:10.1037/stl0000236
Colleges and universities around the world switched to remote teaching in early 2020. In this study we assessed the experiences of students who experienced different operationalizations of remote teaching during the first full term of instruction during the COVID-19 pandemic. Students (N = 649) in 11 sections of introductory psychology participated in an online assessment of their learning after completing their final exam. We examined the level of alignment between student preferences (e.g., for synchronous lectures) with the format of the classes they were in (e.g., featuring synchronous lectures) and used this measure of fit (aligned, misaligned, no preference) and students’ modality based self-efficacy as predictors of learning. Self-efficacy predicted final exam scores and students’ ratings of the skills learned, value of science, student learning outcomes (SLOs), class behaviors, and attitudes toward their class. Fit predicted differences in attitude and class related behaviors (e.g., studying). Self-efficacy also predicted the extent to which students changed their learning behaviors during the pandemic. Our results provide educators with key ways to prepare for additional remote teaching. (PsycInfo Database Record (c) 2023 APA, all rights reserved)