Which qualities should built environment possess to ensure satisfaction of higher-education students with remote education during pandemics?

Effects of the residential built environment on remote work productivity and satisfaction during COVID-19 lockdowns: An analysis of workers’ perceptions

“…Respondents living in highly rural areas are the most satisfied with working from home, while those in suburban areas are the least satisfied. This trend is similar to the authors’ previous research, where students residing in suburban areas were also the least satisfied with remote education [ 10 ]. The highest dissatisfaction with remote working is observed in the highly rural areas.…”

“…H3 (0.070) and H4 (0.144), which represent paths from health and safety residential facilities to work from home satisfaction and productivity , correspondingly, are also supported in the analysis of . In the authors’ previous research, it was also found that health and safety facilities are important for remote study satisfaction [ 10 ]. These findings are resonant with the available literature studies: health (both mental and physical) are claimed to affect working productivity [ 13 ] and satisfaction [ 66 ].…”

“…This change has influenced residences' consideration of building sustainability [ [1] , [2] , [3] , [4] , [5] ], including building services [ 2 , [6] , [7] , [8] , [9] ]. In addition, many have been affected in terms of studying [ 10 , 11 ] and working [ 12 , 13 ] due to the forced lockdowns that have switched modes to remote.…”

Challenges and coping strategies of online learning for college students in the context of COVID-19: A survey of Chinese universities

“…Besides, the built environment quality, e.g., temperature, humidity, acoustics, air pollutant, can influence the study performance ( Tleuken et al 2022 ). This study focuses on the general learning environment, and the effects of indoor temperature, humidity and acoustic will be studies in the future.…”

Emergency Remote Learning in Higher Education in Cyprus during COVID-19 Lockdown: A Zoom-Out View of Challenges and Opportunities for Quality Online Learning

“…Conducted research [38][39][40][41][42][43] suggests that the necessity to employ ERL was extremely challenging for institutions and for all stakeholders involved: educators, students, parents, policymakers, etc. The lack of preparation at institutional, technical [18][19][20][21][22][23][24][25][26][27][28][29][30][44][45][46][47][48][49] and human resource levels [9][10][11]28,45,[50][51][52][53][54][55][56][57][58] intensified the challenges and obstacles revealed.…”