The Coronavirus (COVID-19) pandemic caused a major disruption to tertiary education around the world. With very little warning, university faculty had to convert face-to-face classes to online delivery, often without adequate guidance, training, or resources. In Japan, the situation was exacerbated by the fact that online learning in formal university education is not widespread. Therefore, Japanese university students were forced to adapt not only to the "new normal" of living with a pandemic, but also to the new technologies, struggles, and isolation of emergency remote online learning (EROL). To that end, the presenter conducted a survey of 158 university students at a private university in Japan to ascertain overall satisfaction with their online English-language courses, and to explore how autonomy and individual differences influenced satisfaction. The survey instrument contained sections related to 1) Emergency Remote Online Learning Satisfaction, 2) Autonomy, 3) Demographics, and 4) Open-Ended Questions. The results of the research showed a significant correlation between emergency remote online learning satisfaction and autonomy. In addition, individual differences including gender, technological self-efficacy, and internet connectivity influenced satisfaction and/or autonomy. A description of the methods used to conduct the research as well as the results and implications of the study will be presented in this session.
Daniel Mills, Ritsumeikan University, Japan