Communicating with College Students During COVID-19: College Student Reflections on Communication Preferences and Institutional Best Practices
Abstract
Decades of research suggests that institutional communication can dictate student success, but the COVID-19 pandemic exposed challenges to new demands. Institutions may not have been prepared to adjust communications during the COVID-19 pandemic, and given the ongoing nature of the pandemic, literature has yet to examine how higher education institutions communicated with students during COVID-19. The current study fills this gap by exploring how college students viewed institutional communication from multiple stakeholders, including staff, faculty, and peers, and whether institutional communication supported student persistence. Data suggests a majority of students were critical of institutional communication but rarely engaged with that communication or acted. Moreover, students strongly preferred communication that they perceived to be authentic and personal, while students also felt that high-quality communication from their institution would help them persist and connect with their support networks. We address implications for research, policy, and institutional communication and practice.
References
Adedoyin, O.B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges
and opportunities. Interactive Learning Environments, 31(2), 863-875. https://doi.org/10.1080/10494820.2020.1813180
Aguilera-Hermida, P.A. (2020). College students’ use and acceptance of emergency online
learning due to COVID-19. International Journal of Educational Research Open, 1.
https://doi.org/10.1016/j.ijedro.2020.100011
Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the
COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438
Benty, D.D.N., Kusumaningum, D.E., Santoso, F.B., Prayoga, A.G., Ubaidillah, E.,
Rochmawati, E., & Wardani, A.D. (2020). Use of information and communication technology in leaming in the Covid-19 pandemic period to improve student learning outcomes. 6th International Conference on Education and Technology (ICET), 165-169. https://doi.org/10.1109/ICET51153.2020.9276617
Calonge, D.S., Aguerrebere, P.M., Hultberg, P., & Connor, M. (2021). Were higher education
institutions communication strategies well suited for the COVID-19 pandemic? Journal of Education and Learning, 10(4), 1-14. https://files.eric.ed.gov/fulltext/EJ1310339.pdf
Cole, E. R., & Harper, S. R. (2017). Race and rhetoric: An analysis of college presidents’
statements on campus racial incidents. Journal of Diversity in Higher Education, 10(4),
–333. https://doi.org/10.1037/dhe0000044
Coombs, W. T. (2007). Protecting organization reputations during a crisis: The development and
application of situational crisis communication theory. Corporate Reputation Review, 10(3), 163–176. https://doi:10.1057/palgrave.crr.1550049
Copeland, W.E., McGinnis, E., Bai, Y., Adams, Z., Nardone, H., Devadanam, V., Rettew, J., &
Hudziak, J.J. (2021). Impact of COVID-19 pandemic on college student mental health and wellness. Journal of the American Academy of Child & Adolescent Psychiatry, 60(1), 134-141. https://doi.org/10.1016/j.jaac.2020.08.466.
Coronavirus Response and Relief Supplemental Appropriations Act (CRRSAA) (2021). H. R. 133, 116th Congress. https://www.congress.gov/bill/116th-congress/house-bill/133/text
Deil-Amen, R., & Rosenbaum, E. (2003). The social prerequisites of success: Can college
structure reduce the need for social know-how? The Annals of the American Academy of Political and Social Science, 586, 120–143. https://doi.org/10.1177/0002716202250216
Hazaa, Y. M. H, Almaqtari, F. A. & Al-Swidi, A. (2021). Factors influencing crisis management: A systematic review and synthesis for future research. Cogent Business &
Management, 8(1). https://doi.org/10.1080/23311975.2021.1878979
Gigliotti, R.A. (2021). The impact of COVID-19 on academic department chairs: Heightened
complexity, accentuated liminality, and competing perceptions of reinvention. Innovative
Higher Education, 46, 429–444. https://doi.org/10.1007/s10755-021-09545-x
Gikas, J., & Grant, M.M. (2013). Mobile computing devices in higher education: Student
perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18-26. https://doi.org/10.1016/j.iheduc.2013.06.002
Gonzalez, T., de la Rubia, M.A., Hincz, K.P., Comas-Lopez, M., Subirats, L., & Fort, S. (2020).
Influence of COVID-19 confinement on students’ performance in higher education. PLoS ONE 15(10), 0239490. https://doi.org/10.1371/journal.pone.0239490
Jeong, H.J., Kim, S., & Lee, J. (2021). Mental health, life satisfaction, supportive parent
communication, and help-seeking sources in the wake of COVID-19: First-generation college students (FGCS) vs. Non-first-generation college students (non-FGCS). Journal of College Student Psychotherapy. https://doi.org/10.1080/87568225.2021.1906189
Katz, V.S., Jordan, A.B., & Ognyanova, K. (2021). Digital inequality, faculty communication,
and remote learning experiences during the COVID-19 pandemic: A survey of U.S. undergraduates. PLoS ONE, 16(2). https://doi.org/10.1371/journal.pone.0246641
Kuh, G.D., Kinzie, J., Schuh, J.H., & Whitt, E. J. (2011). Student success in college: Creating
conditions that matter. John Wiley & Sons.
Li, Y., Wang, A., Wu, Y., Han, N., & Huang, H. (2021). Impact of the COVID-19 pandemic
on the mental health of college students: A systematic review and meta-analysis. Frontiers in Psychology, 12, 669119. https://doi.org/10.3389/fpsyg.2021.669119
Lucas, T.J., Jr., Linsenmeyer, W., & O’Brien, K. (2015). Crisis management: An assessment of
college and university executive communications prior to the Darren Wilson Grand Jury Decision. Western Journal of Black Studies, 39(4), 299. https://education.wsu. edu/wjbs/
Mackert, M., Table, B., Yang, J., Bouchacourt, L., Woods, J.M., Bernhardt, J.M., & Hughes W.J.
(2020). Applying best practices from health communication to support a university’s response to COVID-19, Health Communication, 35(14), 1750-1753. https://doi.org/10.1080/10410236.2020.1839204
McCroskey, J.C., Booth-Butterfield, S., & Payne, S.K. (1989) The impact of
communication apprehension on college student retention and success. Communication Quarterly, 37(2), 100-107. https://doi.org/10.1080/01463378909385531
McMillan, S.J. (2020). COVID-19 and strategic communication with parents and guardians of
college students. Cogent Social Sciences, 6(1), 1-19. https://doi.org/10.1080/23311886.2020.1843836
Molock, S.D., & Parchem, B. (2021) The impact of COVID-19 on college students from
communities of color, Journal of American College Health, 70(8), 2399-2405. https://doi.org/10.1080/07448481.2020.1865380
Morton, B., Delmas, P., Giles, R., & Bhakta, S. (2020). No place for hatred: university
presidents’ responses to Charlottesville. Journal of Higher Education Policy and
Management, 43, 1-17. https://10.1080/1360080X.2020.1794297.
Naismith, L. (2007). Using text messaging to support administrative communication in higher
education. Active Learning in Higher Education, 8(2), 155–171. https://doi.org/10.1177/1469787407078000
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on
teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
Rainey, E.A., & Taylor, Z.W. (2022). Reflecting on the brink: At-risk student experiences with
emergency online learning amid COVID-19. Journal of Postsecondary Student Success, 2(1), 25-53. https://doi.org/10.33009/fsop_jpss131398
Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). SAGE.
Saldaña, J., & Omasta, M. (2022). Qualitative research: Analyzing life (2nd ed.). SAGE.
Salmona, M., Liber, E., & Kaczynksi, D. (2020). Qualitative and mixed methods data analysis
using Dedoose: A practical approach for research across the social sciences. SAGE.
Sanford, N. (1966). Self and society: Social change and individual development. Atherton.
Smalley, A. (2021). Higher education responses to Coronavirus (COVID-19). National
Conference of State Legislatures. https://www.ncsl.org/research/education/higher-education-responses-to-coronavirus-covid-19.aspx
Sobaih, A. E. E., Hasanein, A. M., & Abu Elnasr, A. E. (2020). Responses to COVID-19 in
higher education: Social media usage for sustaining formal academic communication in developing countries. Sustainability, 12(16), 6520. https://doi.org/10.3390/su12166520
Stake, R. E. (1995). The art of case study research. SAGE.
Strayhorn. T. L. (2008) The role of supportive relationships in facilitating African American
males' success in college. NASPA Journal, 45(1) 26-48, https://doi.org/10.2202/1949-6605.1906
Taylor, Z.W., & Bicak, I. (2020). First-generation college student financial aid: Results from a
national financial aid jargon survey. College Student Affairs Journal, 38(1), 91-109.
https://files.eric.ed.gov/fulltext/EJ1255553.pdf
Taylor, Z.W., & Childs, J. (2021). For free or not for free: Do college students understand the
price of COVID-19 vaccinations? Journal of Educational Leadership and Policy Studies, 5, 1-22. https://files.eric.ed.gov/fulltext/EJ1342200.pdf
Taylor Z.W., & Serna, K. (2019) “U” won’t get a response: Community college student
text message preferences. Journal of Interdisciplinary Graduate Research, 1(1), 1-8. https://jmgr-ojs-shsu.tdl.org/jmgr/index.php/jmgr/article/view/21
Taylor Z.W., & Serna, K. L. (2020). “dont txt me l8r, Text Me Now”: Exploring community
college student preferences for receiving a text message from their institution. Community College Journal of Research and Practice, 44(2), 133-146. https://doi.org/10.1080/10668926.2018.1560374
Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher
education: A framework study of good practice. International Review of Education, 65, 605–632. https://doi.org/10.1007/s11159-019-09792-3
Ward, K., Trautvetter, L., & Braskamp, L. (2005). Putting students first: Creating a climate of
support and challenge. Journal of College and Character, 6(8), 1-6. https://doi.org/10.2202/1940-1639.1492
Yook, E. L. (2012). The effect of communication centers on college student retention: An
argument. Journal of College Student Retention: Research, Theory & Practice, 14(3), 345–357. https://doi.org/10.2190/CS.14.3.d
Downloads
Published
Issue
Section
License
Research Issues in Contemporary Education (RICE) is a nationally indexed, double-blind, peer-reviewed online journal that publishes educational research studies, literature reviews, theoretical manuscripts, and practitioner-oriented articles regarding issues in education. Views expressed in all published articles are the views of the author(s), and publication in RICE does not constitute endorsement. Submission of an article implies that it has not been published and is not currently under review for publication elsewhere.
RICE is an online journal available in the public domain, and use of its content is protected by a Creative Commons CC BY-NC-ND 4.0 license. This license provides authors with an assurance that LERA values their rights to their scholarly works and has adopted this license to restrict use of RICE content without appropriate permission and attribution.