Student Perceptions of Social Support in the Transition to Emergency Remote Instruction

Cho, Ji Yong; Tomasik, Ian Wilkie; Yang, Hui; Kizilcec, René F.

doi:10.1145/3430895.3460158

Cited by 4 publications

(5 citation statements)

References 4 publications

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“…This aligns with a growing corpus of work in other knowledge-based industries, for example the research and academic community, where younger employees and women have experienced considerable challenges, threats to well-being and diminished productivity during the pandemic (Barber et al, 2021;Krukowski et al, 2021;Myers et al, 2020). Our findings are particularly well aligned with prior research emphasizing the important role played by social support in mitigating negative learning experiences (Cho et al, 2021;Giancola et al, 2009;Walsh et al, 2021).…”

Section: Discussionsupporting

confidence: 91%

“…Social context and support structures also mattered: Participants with less social support, greater reliance on peer relationships within the learning program, and those who reported more difficult transitions to remote work were more likely to show greater COVID-19 disruption. Our findings on adult learners' reliance on social support and peer relationships are consistent with a recent study on undergraduates' experiences with rapid transitions to remote learning early in the pandemic, where the absence of such support was associated with greater feelings of isolation (Cho et al, 2021). Unexpectedly, however, gender did not emerge as a predictor of more severe disruption.…”

Section: Discussionsupporting

confidence: 89%

See 1 more Smart Citation

Hidden Costs: COVID-19’s Disproportionate Impact on Underrepresented Groups in Online Computing Education

Lyndgaard¹,

Tatel²,

Kanfer³

et al. 2022

Preprint

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Lyndgaard, S. F., Tatel, C. E., Kanfer, R., Melkers, J. E., & Sabree, J. C., (2022) Hidden Costs: COVID-19’s Disproportionate Impact on Underrepresented Groups in Online Computing Education. Computer-Based Learning in Context, 4 (1), 16-37. https://doi.org/10.5281/zenodo.6616493 The disruptive effects of the COVID pandemic on vulnerable and/or minority demographic groups among 1) student populations and 2) persons employed in low wage sectors are well-established. This study examined whether disparity in the disruptive effects of the pandemic extend to adult learners employed in “bright prospect” sectors (e.g., computing and information technology). Survey results from a sample of 989 employees enrolled in an online Masters of Science in Computer Science program during the onset of COVID-19 revealed significant disparate impacts to work and learning as a function of age, race, and psycho-social factors (e.g., social support). The findings show that disparity in the effects of the pandemic transcend wage to affect the education and professional development of persons engaged in knowledge-based occupations. While results are based on the experiences of the COVID-19 pandemic, they provide observations and implications for navigating ongoing and future disruptive events. Specifically, results highlight the value of a ‘whole-person’ approach to more precisely identify the pathways by which these disruptive effects occur, particularly in the context of career development. At the institutional level, interventions to support adult learners through disruption should incorporate such an approach. Because continuous professional learning is critical for career advancement in knowledge-based sectors, the findings have implications for improving participation and mobility of underrepresented groups in computing and related fields.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 89%

Hidden Costs: COVID-19’s Disproportionate Impact on Underrepresented Groups in Online Computing Education

Lyndgaard¹,

Tatel²,

Kanfer³

et al. 2022

Preprint

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show abstract

“…As highlighted by [21], student partnerships as social support structures in the emergency online transition have not been well researched. [5] agree and add that social support in the online academic setting amongst students has received little attention during the pandemic. They further note that there is a need for peer interaction during the pandemic so as to ensure that the usual peer support mechanisms are not lost in the online environment.…”

Section: Introductionmentioning

confidence: 91%

Peer Partnerships in a First Year Transition Programme During Covid-19: Unmasking Student Voices

Pather¹,

Johannes²,

Abiodun³

et al. 2023

Proceedings of the Focus Conference (TFC 2022)

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Student voices have the potential to increase student engagement; encourage collaboration and partnerships among students, academics and student support units. This paper focuses on students as mentors, mentees and transition officers who engage with each other as partners within an institution-wide First Year Transition Programme (FYTP). The FYTP is a peer partnership intervention that is founded on the idea that students connect with other students who can identify and understand their particular experiences in adjusting to university life. This model is a collaborative peer-mentoring partnership that provides a dual layer of support that is offered to first year mentees in the transition programme. The transition programme plays an important role in creating a sense of connectedness, partnerships and self-agency that could support students in their first year. This paper highlights the partnership of the First Year Transition Officers (FYTOs) and first year mentors in supporting mentees towards a successful virtual first year university transition. Qualitative data was collected and analysed from the FYTOs and mentors' reports and a world café activity during the pandemic. The study highlights the challenges and successes of the partnership during the Covid-19 pandemic. The paper draws on Leach and Zepke's conceptual organiser on student engagement to analyse the data within a broader social context on student experience. It provided us with actionable focus on how challenges could be addressed and partnerships strengthened.

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“…Tahun pertama pandemi Covid-19 berlangsung, mahasiswa menghadapi tantangan yang belum pernah dirasakan sebelumnya terkait akademik. Penutupan universitas dan transisi menuju perkuliahan daring membuat pola rutinitas harian mengalami perubahan secara tiba-tiba yang memaksa mahasiswa mencari pola baru (Cho et al, 2021). Akibatnya, banyak mahasiswa yang mengalami perasaan atau emosi negatif selama masa pandemi.…”

Section: Diskusiunclassified

“…Bentuk lainnya yang dilakukan mahasiswa adalah seeking social support, yaitu bereaksi dengan mencari dukungan atau bantuan dari orang lain berupa saran praktis yang berkaitan dengan masalah atau aktivitas tertentu, yang merujuk pada dukungan informasional (informational support) (Goldsmith et al, 2000). Perkuliahan daring yang dijalani juga membuat mahasiswa baru membutuhkan dukungan sosial dari pihak lain, yaitu teman kuliah dan pengajar (Cho et al, 2021). Dukungan informasional yang diberikan oleh pengajar diketahui lebih mampu meningkatkan kemampuan diri terkait akademik dibandingkan dengan dukungan emosional (Federici & Skaalvik, 2014).…”

Section: Diskusiunclassified

Regulasi Emosi dan Penyesuaian Mahasiswa Baru Saat Pandemi: Pentingkah Dukungan Emosional Orang Tua?

Meganingtyas

Mufitasari²

2022

gamajop

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The Covid-19 pandemic has made new students of the class of 2020 experience three transitions at once in their lives. It takes a good ability to regulate emotions so that new students are able to pass the transition period successfully. This study aims to examine the role of emotion regulation on the ability to adjust to college during a pandemic through the emotional support of parents as moderators for new students. A total of 247 new students from the 2020 batch of Gadjah Mada University participated voluntarily in filling out the online questionnaire. There are three measuring tools used, namely the Emotion Regulation Scale, Student Adaptation to College Questionnaire (SACQ), and the Parental Emotional Support Scale. Moderation Regression Analysis was used to test the hypothesis and the results showed that parental emotional support was not proven to moderate the relationship between emotional regulation and college adjustment. However, emotion regulation was shown to have a direct positive effect on academic and social adjustment (p < 0.05).

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Student Perceptions of Social Support in the Transition to Emergency Remote Instruction

Cited by 4 publications

References 4 publications

Hidden Costs: COVID-19’s Disproportionate Impact on Underrepresented Groups in Online Computing Education

Hidden Costs: COVID-19’s Disproportionate Impact on Underrepresented Groups in Online Computing Education

Peer Partnerships in a First Year Transition Programme During Covid-19: Unmasking Student Voices

Regulasi Emosi dan Penyesuaian Mahasiswa Baru Saat Pandemi: Pentingkah Dukungan Emosional Orang Tua?

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