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Remote Learning Strategies

Undergraduate Student Perceptions of Online Teamwork Activities during the COVID-19 Pandemic

Journal of College Science Teaching—May/June 2024 (Volume 53, Issue 3)

By Tracy Ediger, Olga Glebova, Michael Waterson, and Matthew Nusnbaum

During the COVID-19 pandemic, it was suddenly necessary to shift college courses online. Many instructors without experience teaching online were faced with course design decisions about how to structure their courses and support students during the pandemic. In the three introductory STEM courses described here, instructors chose to include online teamwork activities. In this study, we have surveyed the students about their experience participating in active-learning teamwork activities in online Computer Science or Human Anatomy and Physiology courses during the COVID-19 pandemic. The overwhelming majority of students rated the experience of their team as positive. Most students cited either interpersonal interactions, productivity, or team members’ equal contributions as reasons for their positive rating of the team. In all these courses, students reported benefits of the experience to include teamwork, connections, and communication. Overall, instructors in these three introductory STEM courses felt positively about structuring their online courses to include teamwork learning activities and appreciated the community and connection benefits for students.

Distance Learning Inquiry Pedagogy Postsecondary

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