Student Perceptions of Social Support in the Transition to Emergency Remote Instruction

Abstract

University courses around the world suddenly transitioned to emergency remote instruction in response to the COVID-19 pandemic. We study changes in students experience of support from their instructors and peers in large lecture courses. Social support can act as an important resource for students and buffer against mental distress. We find that students experienced more support from instructors but less support from their peers after the transition to remote instruction. Remote learning was less active and involved fewer peer interactions, with synchronous classes resembling online office hours and students struggling to get help. Our findings suggest the need for additional resources to help students stay connected and facilitate collaboration online.