Table 2.
Type and format of remote instruction received by the sample.
| Course instruction type/format1 | n | % |
|---|---|---|
| Remote instruction type | ||
| Use of an instant messaging service | 6 | 6.8% |
| Video Lectures/Classes | 79 | 89.8% |
| Materials uploaded to a college LMS | 80 | 90.9% |
| Emailed instructional documents directly | 35 | 39.8% |
| Email communication regarding updates, changes, etc. | 80 | 90.9% |
| In-person | 25 | 28.4% |
| Other | 1 | 1.1% |
| Course Formats | ||
| Format | ||
| At least one course used a combination of synchronous and asynchronous formats | 38 | 43.2% |
| At least one course was delivered asynchronously | 41 | 46.6% |
| At least one course was delivered synchronously | 71 | 80.7% |
| At least one course was conducted completely in-person | 20 | 22.7% |
| At least one course was conducted as a blend of in-person and remote | 25 | 28.4% |
| Missing | 1 | 1.1% |
| Number of Formats | ||
| 1 | 25 | 28.4% |
| 2 | 29 | 33.0% |
| 3 | 22 | 25.0% |
| 4 | 9 | 10.2% |
| 5 | 2 | 2.3% |
| Missing | 1 | 1.1% |
1
As participants could select more than one response, the sum of the disability categories will add up to more than 88.