Pharmacy student stress with transition to online education during the COVID-19 pandemic

Attarabeen, Omar F.; Gresham-Dolby, Chelsea; Broedel-Zaugg, Kimberly

doi:10.1016/j.cptl.2021.06.011

Cited by 31 publications

(38 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several studies (Attarabeen et al, 2021 ; Collado-Valero et al, 2021 ; Jia et al, 2021 ; Liberman-Martin & Ogba, 2020 ; Veldthuis et al, 2020 ) showed that in courses or study programs that had already utilized the FC before the pandemic, it was possible to give the course or a study program entirely online with minimal adjustments. Students even reported a higher level of satisfaction with the course or the study program (Veldthuis et al, 2020 ), and their interest remained consistently high through the online FC (Jia et al, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

“…However, the studies included in this review indicated that students who participated in the online delivery perceived peer-learning, collaborative learning and the joy of learning as less experienced. There were also some issues related to online FC delivery that provoked uneasiness and stress among students (Attarabeen et al, 2021 ). Experts emphasized that the shift to the online delivery of HE was very stressful for students and teachers.…”

Section: Resultsmentioning

confidence: 99%

“…But if online delivery was prepared with pedagogical care, it can be less stressful. For example, Attarabeen et al ( 2021 ) stated that student-perceived stress did not increase during online, remote learning associated with the pandemic. Additionally, the study showed no significant differences in coping behavior, self-efficacy or emotional status.…”

Section: Resultsmentioning

confidence: 99%

“…Factors that can support the resilience in the emergency situation need to be investigated in general (Attarabeen et al, 2021 ), and more statistics and metrics on student learning and performance comparing on-campus with online FC across different fields of teaching and learning are needed (Latchman et al, 2021 ). It seems that the FC works well during the pandemic if it has already been introduced before the pandemic in some form, and it would be interesting to research further if the transition to online teaching was “easier” for those that had used the FC or other innovative teaching and learning approaches before.…”

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations

Divjak

Rienties

Iniesto

et al. 2022

Int J Educ Technol High Educ

133

View full text Add to dashboard Cite

Flipped classroom (FC) approaches have gotten substantial attention in the last decade because they have a potential to stimulate student engagement as well as active and collaborative learning. The FC is generally defined as a strategy that flips the traditional education setting, i.e., the information transmission component of a traditional face-to-face lecture is moved out of class time. The FC relies on technology and is therefore suitable for online or blended learning, which were predominant forms of learning during the COVID-19 pandemic (March 2020–July 2021). In this paper we present a systematic literature review (SLR) of studies that covered online FC approaches in higher education during the pandemic. We analyzed 205 publications in total and 18 in detail. Our research questions were related to the main findings about the success of implementation of online FC and recommendations for future research. The findings indicated that those who had used FC approaches in face-to-face or blended learning environments more successfully continued to use them in online environments than those who had not used it before. The SLR opened possible questions for future research, such as the effectiveness of the FC for different courses and contexts, the cognitive and emotional aspects of student engagement, and students’ data protection. It pointed to the need to examine different aspects of online delivery of the FC more comprehensively, and with more research rigor.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations

Divjak

Rienties

Iniesto

et al. 2022

Int J Educ Technol High Educ

133

View full text Add to dashboard Cite

show abstract

“…Según Attarabeen, Gresham (2021) afirman que el estrés se puede definir como una tensión mental o emocional caracterizada por sentimientos de ansiedad o miedo; la percepción del estrés se considera un mediador importante que vincula los eventos estresantes con la salud y el bienestar, como lo indica la escala de estrés percibido. En las poblaciones de estudiantes universitarios, indican que presentan niveles más altos de estrés y que el agotamiento y la satisfacción académica son fuertes predictores que conducen al estrés en tiempos de pandemia disminuyendo significativamente el rendimiento académico.…”

Section: Introductionunclassified

Influencia De La Salud Mental en El Rendimiento Académico De Universitarios Por Covid 19

Muñoz

Huamán

Siesquén

2021

AIAPÆC

View full text Add to dashboard Cite

La presente investigación tuvo como objetivo determinar la influencia de la salud mental en el rendimiento académico de universitarios por covid-19. Para ello, se empleó un diseño no experimental, la técnica empleada fue la encuesta, el instrumento utilizado fue el cuestionario de preguntas. La metodología aplicada consistió en encuestar a 910 estudiantes de la Facultad de Derecho y Humanidades, Ciencias de la salud e Ingeniería del primer ciclo de la universidad señor de Sipán año 2021- I, en lo concerniente como influye el Covid-19 en la salud mental y el rendimiento académico de los estudiantes universitarios. Llegando a los siguientes resultados donde se evidencia que la salud mental influenciada por el Covid-19 impacta negativamente a nivel del rendimiento académico en los estudiantes. Por la que se concluye que debe darse un mayor apoyo por parte de sus padres, docentes y autoridades universitarias, para disminuir el impacto en la salud y el rendimiento académico de los jóvenes universitarios.

show abstract

Decreased sympathetic cardiovascular influences and hormone‐physiological changes in response to Covid‐19‐related adaptations under different learning environments

Gellisch

Wolf

Minkley

et al. 2022

Anatomical Sciences Ed

View full text Add to dashboard Cite

To examine the implications of the transition from face‐to‐face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face‐to‐face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face‐to‐face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face‐to‐face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face‐to‐face learning, suggesting stronger stress responses in the face‐to‐face learning environment (η2 = 0.421, P < 0.001). Furthermore, participants engaged in face‐to‐face learning showed significantly higher cortisol concentrations (η2 = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face‐to‐face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face‐to‐face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students.

show abstract

Pharmacy student stress with transition to online education during the COVID-19 pandemic

Cited by 31 publications

References 15 publications

Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations

Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations

Influencia De La Salud Mental en El Rendimiento Académico De Universitarios Por Covid 19

Decreased sympathetic cardiovascular influences and hormone‐physiological changes in response to Covid‐19‐related adaptations under different learning environments

Contact Info

Product

Resources

About