The COVID-19 Factor: A Case Study of the Impact of Mandated Distance Learning on In-Person Doctoral Education Students' Perceptions of the Quality of Remote Classes

In late 2019, a coronavirus, named COVID-19, emerged out of China and spread globally. By March of 2020, state and local governments in the U.S. implemented restrictions and closures on businesses and institutions, including colleges and universities, to reduce the deadly outbreak. The purpose of this research was to examine the impact of COVID-19 mandated distance learning on Ed.D. students' perceptions of the quality of remote compared to in-person classes before, during, and after the transition online and subsequent return to on-campus instruction. Previous research identified negative college students' perceptions of the quality of remote compared to face-to-face classes before and during the pandemic transition to virtual learning. The research used case study qualitative methods to interview 16 UL Lafayette Ed.D. students that were enrolled in on-campus classes before the COVID-19 class closures and during the transition to remote learning in the 2020 Spring semester. The major findings of the study identified that UL Lafayette Ed.D. students generally held negative perceptions of remote classes compared to in-person courses before and during the initial transition to online classes. Additionally, the research found that Ed.D. students' perceptions of the quality of remote learning during the extended period of pandemic related on-campus classroom closures were positively impacted by classwork flexibility, increases in instructor engagement in online classes, and the supportive role of Ed.D. participants cohort members. While participants perceptions of the quality of online classes increased during the prolonged period of COVID-19 related remote instruction, UL Lafayette Ed.D. students generally continued to prefer face-to-face classes compared to online courses after the post-pandemic return to on-campus instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]