Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
IntroductionThe COVID-19 pandemic impacted college student learning both globally and nationally. Current literature points to decreases in social connectedness, adverse mental health outcomes, and decreased overall learning outcomes; however, there are limited findings from higher education institutions within the Bay Area, California. There are also limited studies that examine the COVID-19 impact among public health graduate students, especially to understand how the pandemic renewed their interest in the field. The purpose of this study was to investigate the effects of COVID-19 on graduate student learning experiences, social connectedness and mental health within the Master of Public Health program at San José State University in San Jose, California.MethodsWe employed a convergent mixed-methods design using a survey that quantitatively assessed student learning experiences through a retrospective pre-and post-design, and a semi-structured interview guide that qualitatively assessed student learning experiences and its relationship with mental health and social connectedness using a phenomenological design. Data were collected between September 2022 and June 2023 and analysis was performed using descriptive statistics and thematic analysis.ResultsA total of 22 students completed the survey and four participated in follow-up semi-structured interviews. Of the 22, 12(54%) were among the 18–29-year age group, 9(41%) identified as Asian, 21(95%) identified as female, and 9(41%) identified as a first-generation college student. When comparing survey responses, the median change in learning experiences pre and during-pandemic were statistically significant across several areas such as student ability to stay organized (p < 0.0001), participate actively in class (p < 0.001), retain course material (p < 0.0001), collaborate with peers (p < 0.0001), and maintain a sense of connection with their cohort (p = 0.0001) and broader campus community (p < 0.0001). Semi-structured interviews further revealed the following six themes: (1) Consistent faculty support; (2) Sense of community; (3) Reduced social connectedness; (4) Impact on mental health; (5) Deeper public health understanding; and (6) Facilitators and barriers.ConclusionEducational practitioners are encouraged to offer hybrid academic programs and establish resource infrastructures that provide students with social and mental wellness support when transitioning to different learning modalities.
IntroductionThe COVID-19 pandemic impacted college student learning both globally and nationally. Current literature points to decreases in social connectedness, adverse mental health outcomes, and decreased overall learning outcomes; however, there are limited findings from higher education institutions within the Bay Area, California. There are also limited studies that examine the COVID-19 impact among public health graduate students, especially to understand how the pandemic renewed their interest in the field. The purpose of this study was to investigate the effects of COVID-19 on graduate student learning experiences, social connectedness and mental health within the Master of Public Health program at San José State University in San Jose, California.MethodsWe employed a convergent mixed-methods design using a survey that quantitatively assessed student learning experiences through a retrospective pre-and post-design, and a semi-structured interview guide that qualitatively assessed student learning experiences and its relationship with mental health and social connectedness using a phenomenological design. Data were collected between September 2022 and June 2023 and analysis was performed using descriptive statistics and thematic analysis.ResultsA total of 22 students completed the survey and four participated in follow-up semi-structured interviews. Of the 22, 12(54%) were among the 18–29-year age group, 9(41%) identified as Asian, 21(95%) identified as female, and 9(41%) identified as a first-generation college student. When comparing survey responses, the median change in learning experiences pre and during-pandemic were statistically significant across several areas such as student ability to stay organized (p < 0.0001), participate actively in class (p < 0.001), retain course material (p < 0.0001), collaborate with peers (p < 0.0001), and maintain a sense of connection with their cohort (p = 0.0001) and broader campus community (p < 0.0001). Semi-structured interviews further revealed the following six themes: (1) Consistent faculty support; (2) Sense of community; (3) Reduced social connectedness; (4) Impact on mental health; (5) Deeper public health understanding; and (6) Facilitators and barriers.ConclusionEducational practitioners are encouraged to offer hybrid academic programs and establish resource infrastructures that provide students with social and mental wellness support when transitioning to different learning modalities.
Dijital yorgunluk, fiziksel, psikolojik ve zihinsel yorgunluk ve kişiler arası ilişkiler de dahil olmak üzere insanların yaşamlarını olumsuz etkileyen bilgi çağına özgü bir yorgunluk biçimidir. Bu çalışmada geliştirilen Dijital Yorgunluk Ölçeği: Geçerlilik ve Güvenirlik Çalışması, dijital teknolojiyi yoğun olarak kullananların dijital yorgunluk algılarının değerlendirilmesi amaçlanmıştır. Ölçek geliştirme sürecinde, dijital yorgunluğun ortak temalarını, dijital yorgunluğa neden olan faktörleri ve ilişkili sonuçları belirlemek için literatürün sistematik ve derinlemesine incelemesi yapılmış ve katılımcılarla görüşmeler yapılarak madde havuzu oluşturulmuştur. Daha sonra dijital yorgunluğun altında yatan boyutları belirlemek amacıyla keşfedici faktör analizi yapılarak, birbiriyle örtüşen maddelerin çıkarılmasıyla ölçeğin iyileştirilmesi sağlanmıştır. Faktör Analizi; Dijital Bağımlılık, psikolojik yorgunluk, Fiziksel-Zihinsel Yorgunluk ve Psikosomatik Sorunlar gibi dijital yorgunluğun farklı yönlerini temsil eden dört faktörden oluştuğu tespit edilmiştir. Daha sonra belirlenen faktör yapısının istikrarını değerlendirmek için doğrulayıcı faktör analizi (DFA) yapılmıştır. Ölçeğin iç tutarlılığını değerlendirmek için Cronbach's alpha güvenilirlik analizi yapılmıştır. Analizler ölçeğin Cronbach alfa katsayısının yüksek iç tutarlılığa (0,957) sahip olduğunu göstermiştir. Ölçek skorları geliştirilen ölçeğin araştırmacılar ve uygulayıcılar için dijital yorgunluğu ölçmek için güvenilir ve geçerliliği yüksek bir ölçek olduğunu göstermektedir.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.