Remote Learning with Upward Bound: Evaluating Teenagers' Feelings Using Zoom

Abstract

With changes in online instruction, researchers have suggested a relationship between online drop-out rates and self-efficacy in online learning. During an undergraduate senior level internship experience, teenage students were provided six weeks of online mentoring in ELA, math, and science. Teenage students' feelings about their educational Zoom experience were recorded weekly. Students began the experience expressing concerns over technical issues and comfort with working remotely. At six weeks, mixed feelings over the online experience were still reported. Feelings of frustration, confusion, comfort and discouragement were evident. Final student responses indicated a preference for in-person programming rather than Zoom.