Impact of COVID-19 Pandemic on the Educational-Instructional Process of the Students from Technical Faculties

Spunei, Elisabeta; Frumușanu, Nătălița-Mihaela; Muntean, Roxana; Mărginean, Gabriela

doi:10.3390/su14148586

Cited by 6 publications

(6 citation statements)

References 27 publications

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“…A second aspect that resulted as relevant was the one concerning the health conditions of medical residents during the pandemic and their residency program; specifically, conditions related to diet, sleep, and body weight disorders, as well as physical discomfort and problems with their vision. Apparently, these are common symptoms related to online medical training during the pandemic [4,14]. However, the data from this study must be considered with caution when trying to explain the relationship between physical health issues and the professional performance of medical residents.…”

Section: Discussionmentioning

confidence: 93%

“…Based on their socioeconomic status, college students from different academic levels experience and perceive online classes, vocational training, and postgraduate studies during the pandemic in different ways. For example, a study of college students from different engineering fields reported that the students emphasized the advantages of online education for their personal and professional development during the pandemic, but the notion that the pandemic brought adverse consequences for student's health and quality of life was also highlighted [4]. Other studies have reported differences in perception amongst the college community regarding the implementation, process, and effects of eLearning and education during the pandemic which are dependent on geographical and 2 of 16 socio-economical location: the northern, southern, eastern, or western hemispheres [1].…”

Section: Introductionmentioning

confidence: 99%

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Challenges and Difficulties Related to the Professional Performance and Training of Peruvian Medical Residents during a Pandemic

et al. 2022

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Physicians that pursue postgraduate studies must simultaneously manage activities related to their academic training and their duties as specialized in a hospital. The aim of this study was to determine the challenges that affect the professional development and growth of 142 first-year medical residents from a private university in Peru, during the COVID-19 pandemic. The residents responded to an online questionnaire with eight open-ended questions soliciting the identification of two difficulties or challenges per question. Descriptive analysis of the challenges that were detected was carried out and two binomial logistic regression models were tested to evaluate the effect of academic and personal factors on professional development. A structural regression model with three predicting factors (Academic training, Mentorship and use of ICT, and Health conditions) was also tested to predict professional development. Over 80% of the residents expressed having problems with their professional performance, activities, and attention span during the residency. The adjusted logistic regression model explained 42% of the effect of factors that make the emergence of challenges for medical residents more probable in the performance of professional activities. Likewise, the structural regression model indicated a good fit, where all three factors significantly explained medical residents’ professional performance; however, the Mentorship and use of ICTs factor was the best predictor of professional performance during the residency program.

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Section: Discussionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Challenges and Difficulties Related to the Professional Performance and Training of Peruvian Medical Residents during a Pandemic

et al. 2022

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“…This close relationship that links the promotion of equal access and use of technology and success in higher education was confirmed during the COVID-19 pandemic, where the progressive loss of the face-to-face role negatively affected people, marginalizing them for neither having the appropriate computer equipment nor digital skills [47][48][49][50], which caused certain difficulties for them to continue being educated. This was in stark contrast to those who had the appropriate tools and skills to continue through networks, screens, and data, as well as training and challenging the old educational structures [51].…”

Section: State Of the Artmentioning

confidence: 99%

Closing the Digital Gender Gap among Foreign University Students: The Challenges Ahead

et al. 2022

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In today’s world, new and advanced forms of technology are increasingly providing great changes in universities, thus generating new possibilities and impacting pedagogy and learning methodology. Unfortunately, not all students can use these tools in the same way and with the same ability. Not only are there digital gender gaps that limit women from enjoying these learning opportunities, but there are also digital gaps between foreign and natives’ students who have been trained in these technologies in their countries of origin, which impedes the achievement of the sustainable development goals planned for 2030. This study addresses theoretical foundations on the digital gender gap in university studies and provides an econometric analysis, through a simple linear regression, on the existence of a correlation between this digital gender gap and the university study gap by gender. A more specific analysis is also presented on the digital gender gap in the case of foreign students from four groups of countries, according to their income. The results show, on one hand, that differences in the access and use of technologies represent one of the factors that affects the percentage of graduates in higher education by gender; on the other, that there is a highly visible digital divide between countries with high income, compared to low- and lower-middle-income countries.

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“…Studies suggest that there is a strong correlation between an inappropriate learning environment and the academic achievements of students [38]. During ERT, students living on-campus experienced difficulties in arranging a quiet and isolated place for studies, as well as several problems with unstable Internet connection and the use of electronic devices for learning.…”

Section: The Psychological Stance On Ert As a Type Of Online Learningmentioning

confidence: 99%

Instructional Framework for Emergency Remote Teaching in Higher Education

et al. 2023

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The COVID-19 crisis has considerably changed the educational landscape and resulted in a scientific debate on the efficacy and prospects of online education. Recent research is focused on analyzing the psychological and instructional difficulties faced by both educators and learners during emergency remote teaching (ERT). However, a limited number of studies tends to present a holistic instructional framework that could benefit educators in situations of a similar educational crisis. This study aims at identifying psychological and pedagogical implications for instructional framework design in situations of abrupt transition to online learning. Employing a qualitative approach, this study is based on the dataset collected from 152 students obtaining bachelor’s and master’s degrees in social sciences. This dataset was analyzed and interpreted by means of descriptive statistics. The findings helped to identify students’ perceptions of ERT, core difficulties, and preferences which underlay the conceptualization of the instructional framework adjustable for ERT. The presented instructional considerations could contribute to the effective design of technology-assisted courses in the context of higher education.

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Impact of COVID-19 Pandemic on the Educational-Instructional Process of the Students from Technical Faculties

Cited by 6 publications

References 27 publications

Challenges and Difficulties Related to the Professional Performance and Training of Peruvian Medical Residents during a Pandemic

Challenges and Difficulties Related to the Professional Performance and Training of Peruvian Medical Residents during a Pandemic

Closing the Digital Gender Gap among Foreign University Students: The Challenges Ahead

Instructional Framework for Emergency Remote Teaching in Higher Education

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