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Key issues linked to student success include pandemic-related stress and distress, difficulties with Wi‑Fi and connectivity, gaps in students’ and instructors’ technical skills, and challenges arising from course design and delivery mode (synchronous or asynchronous). Students’ insights, instructor experiences, and online education literature inform practical suggestions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-on-students-perspectives-on-moving-to-online-learning-during-the-covid-19-pandemic/596224/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-on-students-perspectives-on-moving-to-online-learning-during-the-covid-19-pandemic/596224.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What issues did students identify as affecting success in online learning during the COVID-19 pandemic?","Question",{"text":112,"@type":113},"Students highlighted pandemic-related stress and distress, Wi‑Fi/connectivity challenges, differences in students’ and instructors’ technical skills, and problems related to course design and delivery format (synchronous or asynchronous).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper explain what makes a transition to online courses successful?",{"text":117,"@type":113},"It argues that successful transition requires engagement from students, instructors, and the institution, with many actions that can be taken by each group, while also recognizing that constraints make transitions demanding.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper consider students’ perspectives critical for effective course design?",{"text":121,"@type":113},"The paper states that actively listening to students and incorporating their perspectives into policies and program design is not always the practice, even though it supports learning outcomes and academic success.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596224,1792167420,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 13 | Issue 1 | Article 4 |\n| --- | --- |\n\nWinter 02-15-2022  \nBuilding on Students’ Perspectives on Moving to Online Learning during the COVID-19 Pandemic  \nKatharine Kelly  \nCarleton University, katharine.kelly@carleton.ca  \nFollow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)  \n[https://doi.org/10.5206/cjsotlrcacea.2022.1.10775](https://doi.org/10.5206/cjsotlrcacea.2022.1.10775)  \nRecommended Citation  \nKelly, K. (2022). Building on students’ perspectives on moving to online learning during the COVID-19 Pandemic. The Canadian Journal for the Scholarship of Teaching and Learning, 13(1). [https://doi.org/10.5206/cjsotlrcacea.2022.1.10775](https://doi.org/10.5206/cjsotlrcacea.2022.1.10775)  \nBuilding on Students’ Perspectives on Moving to Online Learning during the COVID-19 Pandemic  \nAbstract  \nThis paper provides insights from students and the author’s experiences ofthe move to online course delivery in the current pandemic. Key issues students identified as impacting success include: student stress/distress related to the pandemic, challenges with Wi-Fi and connectivity, students’ and instructors’ technical skills, and issues related to course design and delivery method (synchronous or asynchronous) . Students’ insights, the instructor’s experiences, and the academic literature on online education are used to provide suggestions for addressing these challenges. This analysis began as an exercise to inform my course planning but led to a recognition that (a) a successful transition requires action by students, instructors, and institutions and (b) that these actions are constrained making successful transitions both demanding and difficult.  \nCet article présente des informations fournies par les étudiants et les étudiantes ainsi que par les expériences de l’auteure sur les cours enseignés en ligne durant la pandémie actuelle. Les problèmes principaux identifiés par les étudiants et les étudiantes qui risquent d’avoir des effets sur la réussite comprennent : le stress et la détresse des étudiants et des étudiantes liés à la pandémie, les défis relatifs au wi-fi et à la connectivité, les compétences techniques des étudiants et des étudiantes ainsi que celles des instructeurs et des instructrices, et les problèmes liées à la conception des cours et à laméthode d’enseignement des cours (synchrone ou asynchrone) . Le point de vue des étudiants et des étudiantes, les expériences de la professeure et la documentation académique sur l’enseignement en ligne sont utilisés pour fournir des suggestions afin de répondre à ces défis. Cette analyse a commencé comme un exercice pour faciliter la planification de mes cours mais elle a mené à la reconnaissance que : a) une transition réussie exige des actions de la part des étudiants et des étudiantes, des professeurs et des professeures, ainsi que des établissement, et b) que ces actions sont limitées, ce quirend les transitions réussies à la fois difficiles et exigeantes.  \nKeywords  \nonline learning, pandemic conditions, students' perspectives; apprentissage en ligne, conditions durant la pandémie, perspectives des étudiants et des étudiantes  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotlrcacea.2022.1.10775](https://doi.org/10.5206/cjsotlrcacea.2022.1.10775)  \nThis study began as a problem of practice: how to make the move from in-person instruction to online instruction, initiated by the pandemic, as effective as possible. What emerged was a dialogue between a course instructor and her students on the impact of the move to online courses. Reflecting on (a) the insights of students,(b) my experiences and my discussions with colleagues, and (c) the actions of the institution, I argue that a successful transition from in-person to online courses requires the e","cbCaikqTJ9icjj3s","https://ap.wps.com/l/cbCaikqTJ9icjj3s","pdf",290936,"English","# Abstract\n## Key issues and implications for success\n## Background and rationale\n## Student perspectives for course design","[{\"question\":\"What issues did students identify as affecting success in online learning during the COVID-19 pandemic?\",\"answer\":\"Students highlighted pandemic-related stress and distress, Wi‑Fi/connectivity challenges, differences in students’ and instructors’ technical skills, and problems related to course design and delivery format (synchronous or asynchronous).\"},{\"question\":\"How does the paper explain what makes a transition to online courses successful?\",\"answer\":\"It argues that successful transition requires engagement from students, instructors, and the institution, with many actions that can be taken by each group, while also recognizing that constraints make transitions demanding.\"},{\"question\":\"Why does the paper consider students’ perspectives critical for effective course design?\",\"answer\":\"The paper states that actively listening to students and incorporating their perspectives into policies and program design is not always the practice, even though it supports learning outcomes and academic success.\"}]","Building on Students’ Perspectives on Moving to Online Learning during the COVID-19 Pandemic | PDF",1792082673]