Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19

Senn, Siena; Wessner, David R.

doi:10.1128/jmbe.v22i1.2305

Cited by 9 publications

(4 citation statements)

References 21 publications

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“…In our study, managing their child's structured school activities and freetime was also a significant challenge for the caregivers due to their child's behaviors. The unexpected transition to distance/remote learning for a child's education was abrupt [42]. While many parents had to assume the role of teacher during the lockdown [29], parents of children with special needs were also tasked with supporting their child's special education services [14,30], often with little support.…”

Section: Discussionmentioning

confidence: 99%

Caregiver Perspective on the Impact of COVID-19 on the Psychosocial and Behavioral Health of Children with ASD in the United States: A Questionnaire-Based Survey

Schwartz

Sachdev

Hewitson

2022

COVID

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Children with Autism Spectrum Disorder (ASD) were particularly vulnerable to disruptions caused by the COVID-19 pandemic. In this study we conducted an anonymous caregiver survey to assess the impact of the COVID-19 pandemic on the psychosocial and behavioral health of children with ASD. Data from 700 responses identified several significant factors predicting greater difficulties for the child including pre-existing behavioral challenges (OR = 5.179; 95% CI: 2.696, 9.951), disrupted sleep (OR = 2.618; 95% CI 1.341, 5.112), and a diagnosis of depression (OR = 3.425; 95% CI: 1.1621, 4.116). Greater difficulties for caregivers in managing their child’s behaviors were associated with sleep disturbances (OR = 1.926; 95% CI: 1.170, 3.170), self-injurious behavior (OR = 3.587; 95% CI: 1.767, 7.281), and managing the child’s school activities (OR = 3.107; 95% CI: 1.732, 5.257) and free time (OR = 3.758; 95% CI: 2.217, 6.369). However, being under the care of a neuropsychiatrist was associated with less difficulty in managing the child’s behaviors (OR = 2.516; 95% CI: −1.046, −5.382). Finally, the presence of comorbidities (OR = 2.599; 95% CI: 1.053, 4.067) and a greater difficulty in managing the child’s school activities (OR = 2.531; 95% CI: 1.655, 3.868) and free time (OR = 1.651; 95% CI: 1.101, 2.478) were associated with an increased likelihood of caregiver desire for their child to return to in-person school in the fall. The COVID-19 pandemic had a wide-ranging impact on the behaviors of children with ASD and challenges for their caregivers.

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Section: Discussionmentioning

confidence: 99%

Caregiver Perspective on the Impact of COVID-19 on the Psychosocial and Behavioral Health of Children with ASD in the United States: A Questionnaire-Based Survey

Schwartz

Sachdev

Hewitson

2022

COVID

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“…Research studies have been conducted recently among undergraduate students to better understand the various aspects of transitioning to remote or hybrid instruction during COVID-19. These surveys sought to gather information on the student experience as they transitioned to remote learning ( 12 , 24 , 45 , 46 , 52 ), the students’ reactions to the modifications made to courses ( 45 ), the pros and cons of remote instruction ( 46 ), changes in student participation patterns ( 47 ), as well as the course structures and instructor strategies that increased or decreased engagement during the transition ( 6 , 47 ). Other recent studies also explored students’ perceptions of engagement and the factors that influenced engagement in online classes ( 6 , 50 ).…”

Section: Introductionmentioning

confidence: 99%

“…Students' experience and perspectives regarding face-to-face, online and hybrid educational systems/environments hold immense significance for the advancement of education in the future, as well as for the development of flexible courses by faculty. The literature on students' perspectives in these environments is well documented (6,12,17,(21)(22)(23)(24)(43)(44)(45)(46)(47)(48)(49)(50)(51)(52)(53), and it is likely that we will witness an increase in interest in this area in the coming years, as educational institutions strive to ensure well-designed learning experiences, given that natural disasters and crises may once again disrupt face-to-face learning. Research studies have been conducted recently among undergraduate students to better understand the various aspects of transitioning to remote or hybrid instruction during COVID-19.…”

Section: Introductionmentioning

confidence: 99%

Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: a cross-sectional study

Alshamrani,

Ghulam,

Alattas

et al. 2023

Front. Med.

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BackgroundThe novel Coronavirus Disease 2019 (COVID-19) pandemic has presented unparalleled and unique stressors and challenges to the field of applied health sciences education. This study explored how the College of Applied Medical Sciences (COAMS) Saudi students perceive the transition to remote/ hybrid learning during the COVID-19 pandemic.MethodsA cross-sectional exploratory investigation was carried out during the months of February and March in the year 2023 among 196- COAMS Saudi students, using the 48-item previously developed and validated questionnaire, and with a non-probability convenient sampling technique. Descriptive statistics were generated for participants’ demographics, and for each questionnaire item and statistical analysis was performed using chi-square test.ResultsOut of the 283 undergraduates who have enrolled in COAMS, a total of 196 students have agreed to participate in the study with an overall response rate of 69.3%. Over 70% of COAMS students were satisfied and engaged in their on-site coursework. Nevertheless, questionnaire data indicates that their satisfaction and level of engagement diminished following the shift to remote learning. More than 62% of COAMS students were satisfied with their instructors’ instructional and assessment strategies during on-site coursework, but such perceptions have decreased with remote instruction. Hybrid learning can be beneficial and effective in improving the performance and learning experience of COAMS students. As compared to female students, COAMS male students were more satisfied with remote learning because it met their needs (p = 0.017).ConclusionRemote classrooms have lower attendance and interest than on-site classes. Despite lower satisfaction levels in online courses, hybrid learning was viewed favourably by COAMS students. Higher educational institutions should develop plans to increase student involvement, improve academic integrity, and assess the effect of the pandemic on undergraduate education on a regular basis. By incorporating these measures, educational institutions can enhance and support the remote learning experience for their students.

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“…1,3,[10][11][12][13] Both students and academic staff were left to grapple with adjusting to online learning as well as grappling with concerns about the affordability of the necessary information and communication technology (ICT) equipment, internet bundles and approaches to effectively instigate online learning, especially among lowand middle-income countries (LMICs). 1,[14][15][16][17][18][19][20] In the case of healthcare students, this included the added problems of conducting practical sessions as well as teaching patient care, which resulted in a rapid move towards simulations. 1,21,22 Online learning, also referred to as e-learning, involves providing education services to students using electronic media including computers, smartphones and tablets.…”

Section: Introductionmentioning

confidence: 99%

Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning

Mudenda,

Daka,

Mufwambi

et al. 2023

SAGE Open Medicine

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Objectives: The coronavirus disease 2019 (COVID-19) pandemic disrupted classroom-based learning, necessitating the adoption of online learning in most universities. However, there has been a lack of information on university students’ perspectives regarding online learning during the COVID-19 pandemic. This study assessed the perspectives, satisfaction and experiences with online and classroom learning among human health students at the University of Zambia. Methods: This cross-sectional study was conducted among 737 students at the University of Zambia from October 2022 to April 2023. Data were analysed using Stata version 16.1. Results: Of the 737 participants, 51.6% were female and 56.5% agreed that blended learning should continue even after the COVID-19 pandemic. However, 78.4% of the students believed that group discussions were more suitable in the classroom than online learning. Most students (67.1%) disagreed that they preferred online learning to classroom learning. Furthermore, 77.6% of the students disagreed that online learning gave more satisfaction than classroom learning. Conclusions: This study found that most students recommended the continuation of blended learning after the pandemic. However, they believed that follow-up tutorials and assessments were better undertaken in physical classrooms than online learning. These findings are important in sensitising stakeholders in the education sector and governments to consider blended learning as a teaching strategy in the future. There is a need to develop and implement curricula that offer blended learning to students as well as ensure the students have the necessary facilities and equipment to support such learning.

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Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19

Cited by 9 publications

References 21 publications

Caregiver Perspective on the Impact of COVID-19 on the Psychosocial and Behavioral Health of Children with ASD in the United States: A Questionnaire-Based Survey

Caregiver Perspective on the Impact of COVID-19 on the Psychosocial and Behavioral Health of Children with ASD in the United States: A Questionnaire-Based Survey

Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: a cross-sectional study

Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning

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