Veterinary student perceptions on virtual and online learning platforms compared to in-person settings during the COVID-19 pandemic
Abstract
The emergence of COVID-19 as a global pandemic in the spring of 2020 resulted in significant changes to content delivery for institutes of higher learning. Much of this change required the shift from in-person to virtual, or online content delivery. The purpose of this study was to elicit veterinary student perceptions regarding the shift to virtual and online learning platforms and associated student performance on course letter grades during the COVID-19 pandemic, using a paper-based anonymous survey. The participants of this study were veterinary students enrolled in the first (1VM), second (2VM), and third (3VM) year of the pre-clinical veterinary curriculum at Texas A&M University’s College of Veterinary Medicine and Biomedical Sciences (CVMBS). The data showed a larger number of students utilized course office hours and scored higher on exams for courses delivered in-person, and preferred in-person when compared to online courses. Certain strategies utilized during COVID-19 which students warranted keeping in the curriculum post pandemic, as indicated in open-ended survey questions, included the option to attend courses online (either synchronous or via recorded sessions) vs in-person when needed, smaller group sizes for in-person laboratory sessions, and recorded lecture and lab sessions made available for study and review. Conversely, the primary COVID-19 strategy students indicated should be removed from the curriculum post pandemic was breakout rooms during Zoom sessions.
Citation
Scallan, Elizabeth (2021). Veterinary student perceptions on virtual and online learning platforms compared to in-person settings during the COVID-19 pandemic. Master's thesis, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /195226.