Exploring College Connectedness, Course Satisfaction, and Mental Well-Being

During the COVID-19 quarantine, colleges were forced to shift from in-person courses to asynchronous and synchronous online learning. Post-quarantine, many schools continued the trend of various learning modalities. The present study aimed to investigate how college connectedness (CC), course satisfaction, and mental well-being differ by modality and explore intrapersonal differences in the learning experience. In this study, 209 in-person or online community college students self-reported their CC with peers and faculty, course satisfaction, mental well-being, extraversion, and shyness. While past research (mainly at four-year institutions) found that course modality impacts student outcomes, we did not find differences; students experienced similar levels of CC, course satisfaction, and well-being, whether taking in–person or online classes. We did, however, find intrapersonal differences. Specifically, community college students with stronger well-being were more satisfied with their courses, students who were more extraverted were more connected to their peers, and students who were less shy were more connected to their peers and faculty. Additionally, we found that regardless of modality, students who feel more course satisfaction also feel more connected to their peers and faculty. This is important considering the college experience may change gradually and sometimes unexpectedly. By strengthening the mental well-being of students, there is potential to enhance course satisfaction and foster stronger connections among students, peers, and faculty. This, in turn, can fortify relationships and contribute to an improved student experience. The discussion includes potential reasons community college students exhibit similar levels of these important outcomes regardless of modality.