Challenges of online learning amid the COVID-19: College students’ perspective

Xia, Yuefan; Hu, Yawen; Wu, Chen‐Yi; Ling, Yang; Lei, Man

doi:10.3389/fpsyg.2022.1037311

Cited by 30 publications

(8 citation statements)

References 55 publications

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“…The European Medical Student Association (EMSA) surveyed 11 countries on experiences during the pandemic [ 21 ], highlighting a low level of student involvement in decision-making, absence of a feedback mechanism and lack of quality resources. Similar data is reported in many Asian countries [ 20 , 22 , 23 ] and, in two comprehensive global reviews [ 26 , 27 ].…”

Section: Introductionsupporting

confidence: 88%

Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic in light of international experiences

Gogollari,

Mitchell,

Guttormsen

2024

BMC Med Educ

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Background During the pandemic, all universities had to switch to digital learning and teaching (DLT), the experiences were diverse. The advantages and obstacles of DLT are well reported in research. To ensure a sustainable DLT implementation, the requirements of institutions, educators and students should be aligned. Objective This paper aims at identifying and describing the experiences made at the Swiss medical schools after having to switch from on-site to on-line teaching; in particular, the experienced issues, requirements, and solutions were investigated and compared to international literature. Methods We conducted a literature review to derive themes and subthemes regarding the central aspects of the transition from on-site to on-line teaching. Also, we conducted semi-structured interviews with people responsible for the medical curricula at the Swiss Medical Schools. We used a purposive sampling method and invited eleven curriculum managers at the seven Swiss Medical Schools. The interviews were conducted in English, audio-recorded and transcribed. Subsequently the data was analysed with the software NVivo. We used a qualitative, deductive, content analysis to explore faculty experiences. Results Twenty-four articles met the eligibility criteria and were included for full text screening. Of the included articles, 15 reported on DLT in general and nine articles reported on DLT during the Pandemic. The thematic analysis of the interviews resulted in four overall themes, requirements, obstacles, facilitators and advantages. Curriculum managers reported that institutions were relatively unprepared for the quick transition from onsite to online at the onset of the pandemic. Conclusions Our research reports a lack of institutional structures, communication, digital competences and literacy, teaching strategies, as well as a theoretical foundation for DLT implementation. A conceptual framework for DLT adapted to the Swiss universities beyond the current situation is needed.

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Section: Introductionsupporting

confidence: 88%

Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic in light of international experiences

Gogollari,

Mitchell,

Guttormsen

2024

BMC Med Educ

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“…This finding aligns with Xia et al (2022), which advocated for universities to conduct seminars and lectures to caution the youth against the threats of incitement and extremism prevalent on YouTube channels and Twitter.…”

Section: Testing the First Hypothesissupporting

confidence: 81%

Ecological perspectives on virtual community engagement among university students during and after COVID-19

Ahmed,

Farghly,

Bekhit

et al. 2023

Int. j. adv. appl. sci.

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This research, conducted at Hail University, explores how university students interact with online communities during and after the COVID-19 pandemic using an ecological perspective. It aims to understand the increased role of these platforms in education and socialization during the pandemic. The study focuses on examining students' views, activities, and motivations in online interactions. A detailed electronic questionnaire was used to investigate students' understanding, use, and application of online communities. It also looked at ecological methods to improve involvement, such as increasing awareness, assessing risks, providing support, and tackling challenges in online communities. Various methods, including content analysis, surveys, case studies, and detailed interviews, were used to test these approaches. The results show that students frequently use online communities, with no significant differences in use based on gender, field of study, or academic level. The research highlights the importance for educational institutions to adopt these findings and methods to create an effective online community environment that supports students' overall growth and academic success. This study is unique in its ecological approach and offers new insights into student engagement in virtual communities.

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“…This indicates less concern for parents regarding the distance learning method, as indicated by their answer that distance learning affected their children's academic performance, which revealed that parents are aware of the challenges associated with distance education and its potential impact on learning outcomes. Several studies examined the experiences of students during the transition to distance learning amid the pandemic [32][33][34] and many of them found that a considerable number of participants preferred face-to-face learning due to factors such as declines in children's learning motivation and cognitive abilities. Students faced challenges in distance learning such as a lack of engagement, difficulty in understanding complex topics, and a decrease in academic performance compared to face-to-face learning.…”

Section: Discussionmentioning

confidence: 99%

Lessons Learned from the Pandemic in the UAE: Children COVID-19 Vaccine Hesitancy and Its Impact on the Choice of Distance versus Face-to-Face Learning Modalities: An In-Depth Analysis of a National Study

Kharaba,

Alfoteih,

Alzoubi

et al. 2023

Vaccines

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This study addresses the crucial aspect of childhood COVID-19 vaccination and its impact on parental decisions concerning learning modalities during the pandemic. This study aimed to gauge parental hesitancy towards vaccinating their children and its influence on choosing between distance and face-to-face learning options. Following STROBE guidelines for cross-sectional studies, this study surveyed 1973 parents in the United Arab Emirates using Google Forms during the COVID-19 pandemic. The results revealed that while more than half of the parents (51.6%) were willing to vaccinate their children if the COVID-19 vaccine was accessible and affordable, a significant majority (91.2%) expressed concerns about the rapid vaccine development process, which was the primary reason for vaccine rejection. Interestingly, a sizable portion (55.3%) had experienced online learning in the previous academic term, and, of those, 59.6% believed it negatively influenced their children’s academic performance. Consequently, 66.4% expressed intent to shift their children back to face-to-face learning once feasible. Significantly, parents with medical backgrounds were more inclined (91.6%) to opt for face-to-face schooling compared to those without such backgrounds. Logistic regression analysis indicated associations between sociodemographic characteristics, educational level and background, and the decision to return children to face-to-face learning. Interestingly, when it comes to vaccine hesitancy, a noteworthy connection exists between the parents’ reluctance to vaccinate their children and their preference for distance learning. In fact, parents who responded negatively to vaccinating their children against COVID-19, if the vaccine was available, showed a clear preference for the distance learning modality (p-value < 0.0001). This study underscores the complex interplay of factors and community perspectives shaping parental acceptance of childhood COVID-19 vaccination. The development pace of vaccines significantly influences parents’ attitudes and beliefs about vaccination programs. Parents’ medical backgrounds exhibit a clear correlation with their perceptions of sending children back to school safely. This highlights the potential impact of parental medical knowledge on decision making, emphasizing the need to consider parents’ professional backgrounds when devising education- and vaccination-related policies.

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Challenges of online learning amid the COVID-19: College students’ perspective

Cited by 30 publications

References 55 publications

Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic in light of international experiences

Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic in light of international experiences

Ecological perspectives on virtual community engagement among university students during and after COVID-19

Lessons Learned from the Pandemic in the UAE: Children COVID-19 Vaccine Hesitancy and Its Impact on the Choice of Distance versus Face-to-Face Learning Modalities: An In-Depth Analysis of a National Study

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