E-Learning’s Effect on Students’ Feelings of Career Preparedness​

    Author Name(s)

    Alicia Carr

    Faculty Advisor(s)

    Amira Ibrahim


    The coronavirus pandemic has changed the face of education. While online courses have become a popular alternative to in-person learning, due to their flexibility and low cost, students in programs such as nursing, education, and the arts rely on experiences they cannot get through a screen. COVID-19 took these valuable experiences away from students in nursing, education, and the arts, transforming spare bedrooms into art studios for art majors, and into classrooms for future teachers. This study examines how prepared college students enrolled in these experience dependent majors feel to enter the work force after online learning compared to their peers enrolled in non-experience dependent majors. Undergraduates from CSUCI were asked to complete two subscales of the career planning competence scale (CPCS) in addition to other survey measures. One CPCS subscale focused on self-assessment ability, measuring one’s confidence in their ability to list their skills and career interests. The second subscale assessed students’ confidence in implementing their decision, i.e., readiness to prepare a résumé and interview for a job in their desired field. We hypothesize that students enrolled in majors reliant on in-person instruction/experience will feel less prepared to enter the workforce after full-time virtual instruction than students enrolled in majors less dependent on in-person experience.


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