The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice

Raaper, Rille; Brown, Chris

doi:10.1108/jpcc-06-2020-0032

Cited by 141 publications

(124 citation statements)

References 15 publications

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“…The "pandemic vs. education" situation has already been widely analyzed by researchers all over the world. For instance, Raaper and Brown state that the shift towards online education has a significant impact on students' mental and physical wellbeing, making students' social networks an essential tool of support during the pandemic period [6]. Additionally, the authors have calculated that universities in the United Kingdom may experience a finance loss of up to £2.5 billion.…”

Section: Global Education Policiesmentioning

confidence: 99%

Students’ Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland

Rizun

Strzelecki

2020

IJERPH

246

174

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This paper is dedicated to the higher education institutions shifting towards distance learning processes due to the global pandemic situation caused by COVID-19 in 2020. The paper covers the pandemic situation in Poland generally, analyzing governmental ordinances and tracking the gradual extension of restrictions for educational institutions. The purpose of this study is to investigate the influence of Experience, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ acceptance of shifting education to distance learning. The study tested and used the adapted General Extended Technology Acceptance Model for E-Learning (GETAMEL) in the context of coronavirus pandemic. The partial least squares method of structural equation modeling was employed to test the proposed research model. The study utilizes an online survey to obtain data from 1692 Polish undergraduate and graduate students in both full- and part-time study. The dataset was analyzed using SmartPLS 3 software. Results showed that the best predictor of student’s acceptance of shifting education to distance learning is Enjoyment, followed by Self-Efficacy. Both Perceived Ease of Use and Perceived Usefulness predict student’s Attitude Towards Using and Intention to Use the distance learning. The findings improve understanding regarding the acceptance of distance learning and this work is therefore of particular interest to teachers and practitioners of education.

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Section: Global Education Policiesmentioning

confidence: 99%

Students’ Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland

Rizun

Strzelecki

2020

IJERPH

246

174

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“…Most of the questioned students admitted that they felt confident in using online tools [23], not only for learning purposes but also as an effective way for stress management, advised by the university [41]. Using the technology to maintain social contacts, as Raaper and Brown state, has a significant impact on students' mental and physical well-being, making students' social networks an essential tool of support during the pandemic period [42]. In case of contact with academic staff, students admitted that tools such as Facebook or email were sufficient to solve arising problems.…”

Section: Literature Reviewmentioning

confidence: 99%

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

et al. 2021

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The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning.

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“…All this measures, as conclude Raaper and Brown [18], are essential to avoid regression in widening participation policies and practices, and to promote inclusive university environments.…”

Section: Discussionmentioning

confidence: 97%

Study of Satisfaction with the Organization of the Studying Process in Remote Mode during the COVID-19 Pandemic: Case UrFU named after the First President of Russia B.N.Yeltsin

Lysenko

Tokareva

2021

SHS Web of Conf.

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Research background: The current situation in the country and the world related to the COVID-19 pandemic has had an impact on almost spheres of human life including Education which have undergone total functional changes. The key aspects of the transition to remote learning are: monitoring the process of remote learning and feedback from students; technical and competence-based equipment of the educational process; the organization, format and quality of training; self-organization of educational activities and its effectiveness. Purpose of the article: To study the strengths and weaknesses, of the activities for the transition to remote learning mode in order to develop technologies to improve these processes if there is a need for them in the future. Methods: The tools of empirical sociological research are based on the author’s questionnaire, structured in blocks in accordance with the key aspects of the transition to remote learning. Respondents: students of Ural Federal University named after the first President of Russia B.N. Yeltsin. Findings & Value added: Strengths include technical equipment and respondents’ digital competence. The weak points include the general methodological unavailability to study remotely, namely, the development and implementation of educational tasks; shortcomings in supporting the learning process by the Department/Dean’s office/teachers; the inability of students to self-organization and self-control. The main recommendations include the need to develop digital competencies of respondents, mastering self-management technologies; creating digital studying methodical complex of disciplines in parallel with traditional studying ones; mastering digital communication without losing the content and meaning of training and education.

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The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice

Cited by 141 publications

References 15 publications

Students’ Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland

Students’ Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

Study of Satisfaction with the Organization of the Studying Process in Remote Mode during the COVID-19 Pandemic: Case UrFU named after the First President of Russia B.N.Yeltsin

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