LAUSR

Objective: As a result of the SARS-COVID-2 pandemic, many students had to leave highly interactive face-to-face learning environments in classrooms and join online learning environments. By autumn 2020, some large numbers of US institutions had opted for face-to-face, hybrid and fully online teaching formats. For many of them, the challenge lay in developing teaching models that enabled parties to experience success, particularly in the field of human sexuality education, which can be effective in either format, online or face-to-face. This study explored students’ perspectives regarding a differentiated proficiency-based online education model for delivery in two course formats: modified face-to-face and fully online. Design: Mid-course and end-of-course surveys were conducted to examine students’ experiences and perspectives regarding course structure. Survey questions were coded using self-determination theory constructs. Setting: Surveys were completed in the Canvas Learning Management System at the mid-point and end of each course. Participation was voluntary, and surveys were completed asynchronously outside of the classroom. Results: Students were overwhelmingly appreciative of the support for autonomy provided in both formats, but each cohort had unique criteria for success. The face-to-face cohort evaluated the course in terms of relatedness and competence. The winter online cohort evaluated the course based on perceived competence. Conclusion: Students were overwhelmingly supportive of course policies designed to increase flexibility and scaffold learning so long as the burden was minimal and they recognised the benefit. Students were ambivalent regarding the due dates of assignments, appreciating flexibility but recognising their role as extrinsic motivators.