Assessing the Socio-Economic Consequences of Distance Learning during the COVID-19 Pandemic

Abstract

The research analysis shows that children in mainstream schools suffered from psychological deterioration (aggressive behaviour, depressive moods, despair about academic underachievement, etc.) when governments implemented measures to manage the COVID-19 pandemic, and children’s education took place remotely for a significant period. This was caused by the lack of social contact, which in turn contributed to the lack of knowledge in individual subjects, a deterioration in physical condition (spinal problems, visual impairment, insufficient muscle development), and the development of specific illnesses related to low physical activity. The research aims to identify the factors of distance learning that may affect student learning achievements. The research methods included an analysis of the scientific literature, and document and content analysis. A summary of the research findings found that the COVID-19 school quarantine had adverse effects on the students’ knowledge, social skills, socialisation, and psychological and physical health. It also caused macro- and micro-economic problems. In summary, the research demonstrated that distance education resulted in a decline in the students’ achievements and knowledge, miscommunication with their peers and conflict situations. Because of that, there are health-related concerns and additional financial challenges for parents and educational institutions organising distance education. Households also experienced additional expenditure on the infrastructure necessary for distance learning and tutoring services.

Online education for prosthetics and orthotics students in the era of COVID-19 pandemic in Iran: challenges, opportunities, and recommendations

“…Gao et al reported that family support had a strong correlation with e-learners’ engagement ( r = 0.475, p < 0.001) [ 26 ]. Research into the issue of COVID-19 distance learning in different countries has identified socioeconomic context as an influencing factor on the students’ distance learning and learning achievements [ 27 ]. Research indicates that, in general, lower family socioeconomic characteristics may work against higher education adjustments [ 28 ].…”

Prevalence and predictors of psychological distress and common mental health concerns among Filipino university teachers amid the COVID‐19 pandemic

“…They are less likely to be entitled to privileges such as receiving an internet allowance to cover the costs of paying for high-speed internet and receiving suitable devices to conduct online classes. Further, continued administrative assistance might have been limited due to budget cuts on salaries, material costs for equipment, teaching/learning services, and technology training (Gaidelys et al, 2022). Because younger faculty members are not prioritized in receiving such support, it becomes more challenging for them to cope with the demands of their workload.…”

The Algorithm for Assessing the Effects of Distance Education in General Education on Students’ Academic Results

“…The study conducted by Gaidelys et al [25] revealed the following positive aspects of distance education: when studying at home, students feel more comfortable, they can get the necessary help, record lessons, and review them later, and select a quiet and comfortable environment for studying. The authors also note that a safe home environment created the preconditions for students to feel psychologically calmer and safer.…”

“…Gaidelys et al [25] identified the following factors which affected distance education: IT and infrastructure; teaching/learning and assessment; assistance to teachers and students; educational content; cooperation; physical and mental health; involvement of students; digital competences; study environment; and organisation.…”