Table 10 Trine institutional analysis—Theme 3

New environment reshaped students’ actions, not priorities

s = 11

“I'm a pretty quiet person so I don't usually go to professors' office hours so, with the online, that helps me a lot because I don't have to go and talk to my professor. I can get help from, I'm assuming, a doctor or a professor that's doing them online, and I can do it in the comfort of my own room and at the same pace.” (Trine: Student 8)

Videos empower and enhance out-of-class learning

s = 10

“I haven't ever had this many examples, which is better, I think. I really like it, because they're available to us, but it's not something that's really an assignment that I have to stress… Doing those examples without having that pressure of, ‘Oh, I need to get a good score on this,’ is helpful because I'm focused on learning.” (Trine: Student 11)

Out-of-class and in-class learning activities guide one another

s = 9

“I use [the lecturebook] in coordination with the videos, the lecture examples… The examples, those are kind of hard to look at, especially if I don't really understand what's going on in class: then I'll have poor notes. That's where the videos are helpful.” (Trine: Student 9)

Blended resources address many needs, but not all needs

s = 7

“…If I have a homework problem and I'm having issues with it, I always like to go online and try and find help from someone else, or examples that are similar or almost exactly the same. Maybe different numbers or whatever. And then I can go through and see how it's done. With this class, it's a lot harder to do that, because it's strictly through PUWL and even if there are other dynamics courses, they don't really match up with the way that this one's taught.” (Trine: Student 6)