Towards an Understanding of University Students’ Response in Times of Pandemic Crisis (Covid-19)

Abstract

<p>In response to the need for more research evidence, as an empirical base for discussion on the experiences of young people, the current study aims to contribute to the discussion on their attitudes and behaviors in times of pandemic crisis. It is of great importance, that under the pressure of social limits on social distancing for the novel Coronavirus (COVID-19), young students have to adapt more efficiently with new technologies both every day and for educational practices, where their experiences involve multiple, complex and overlapping social and digital universes. According to the findings of this study, it is clear that as long as universities were closed, most of the/our young students did not have any difficulty in switching to online teaching. In addition, the participants' responses show that as Gen Z’s, they want to have the ability to learn new skills and make new experiences.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0684/a.php" alt="Hit counter" /></p>

Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective

“…As far as the students' academic life is concerned, we were interested in: (1) the availability of different kinds of home infrastructure needed to ensure efficient study; and (2) the students' selfreported computer skills. Both issues were also mentioned by Kamarianos et al [25], Sahu [44] and Baticulon et al [55]. When examining the potential impact of the COVID-19 outbreak on the education of the students in our study on the global level, the share of students with frequent access to specific equipment was highest for office supplies, e.g.…”

“…the switch to online lectures/tutorials, closed libraries, changed communication channels for teachers' and administrative support, new assessment methods, different workloads and performance levels etc.) [7,12,15,[21][22][23][24][25][26][27] and social life (closed dorms and therefore moving back home, no meetings with friends, university colleagues or relatives, no parties, no traveling, remaining trapped abroad etc.) [7,13,[29][30][31], as well as their personal financial situation (loss of student job, worries about their own financial situation, future education and career) [14,32,33] and emotional health (fears, frustrations, anxiety, anger, boredom etc.)…”

Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective

“…As far as the students' academic life is concerned, we were interested in (1) the availability of different kinds of home infrastructure needed for efficient study, and (2) the self-report of students' computer skills. Both challenges were mentioned also by Kamarianos et al [25], Sahu [44], and Baticulon et al [55]. When examining the potential impact of the COVID-19 outbreak on the education of students, in our study, on a global level, the share of students with frequent access to the specific equipment was highest for office supplies, e.g.…”

“…The students were most satisfied with real-time video conferences, video recordings and written communication with Oceania and Europe as global frontrunners while developing countries (from Asia and Africa) significantly lagged behind. The study of Kamarianos et al [25] also confirmed that in a given situation, being a student (Generation Z), thus digitally much more literate than previous generations, helped a lot to overcome the difficulties of the transition from onsite to online learning. There was not much time to prepare in order to reorganize the teaching and learning processes -this transition had to be quick and efficient [44].…”

“…switch to online lectures/tutorials, closed libraries, changed communication channels for teachers' and administrative support, new assessment methods, different workloads and performance levels etc.) [7,12,15,[21][22][23][24][25][26][27] and social life (closed dorms and therefore moving back home, no meetings with friends, university colleagues, relatives, no parties, no traveling, staying trapped overseas etc.) [7,13,[29][30][31], as well as their financial situation (losing a student's job, worries about own financial situation, about future education and career) [14,32,33] and emotional health (fears, frustrations, anxiety, anger, boredom etc.)…”