Belonging, wellbeing and stress with online learning during COVID-19

Blignaut, S.; Pheiffer, G.; Visser, A.; Grange, Lesley Le; Maistry, Suriamurthee Moonsamy; Ramrathan, Labby; Simmonds, S.

doi:10.20853/36-6-5525

Cited by 5 publications

(5 citation statements)

References 40 publications

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“…This study found that 25% of the study participants had symptoms of perceived stress, which is comparable to the rate of 29.5% [12], however, lower than the rate of 78% [9], 87% [11], and the rate ranging from 61.8% to 71.2% [13] reported in SA studies conducted before the pandemic. The lower rate in our study could be due to the psychosocial support services introduced for students during and after the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 55%

“…The lower rate in our study could be due to the psychosocial support services introduced for students during and after the COVID-19 pandemic. Another possible reason could be that some studies used the General Health Questionnaire -28 (GHQ-28) [13] and Depression, Anxiety, and Stress Scale (DASS-21) [12] Variables n (%) to measure perceived stress, while our study used the PSS-10 tool. We further analysed individual PSS items and found that the items that achieved the highest and the lowest PSS scores were "In the last month, how often have you felt nervous and stressed?…”

Section: Discussionmentioning

confidence: 99%

“…As a result, the long-term effects of this pandemic deserve special attention, but the burden of mental health disorders in post-pandemic is still undocumented in SA. Most studies in SA assessed the level of perceived stress among medical, dental, and physiotherapy students before [9][10][11][12], and throughout [13][14][15] the pandemic, there is a paucity of studies conducted among non-health sciences students.…”

Section: Open Accessmentioning

confidence: 99%

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Prevalence and risk factors associated with perceived stress among university students in South Africa after Coronavirus Disease 2019 pandemic

Mahlangu,

Mokoena,

Ntuli

2024

Anuradhapura Med. J.

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Introduction: Perceived stress is a mental disorder that leads to physical, emotional, and psychological disturbances. This study aimed to assess the prevalence and associated risk factors of perceived stress among a cohort of university students in South Africa after the Coronavirus Disease-2019 (COVID-19) outbreak.Methods: An online cross-sectional survey was conducted involving students in the Faculty of Science at Sefako Makgatho Health Sciences University from August to September, 2023. The perceived stress scale (PSS)-10 was used to assess the level of stress among science students. Logistic regression was conducted to identify predictors of perceived stress.Results: Hundred and fifty-eight (158) students participated in this study, of which 91.1% (n=144) completed sections of the PSS questions and were further analysed. Their mean age was 23.3±2.9 years ranging from 18 to 40 years. There were more female respondents than males (70.8% versus 29.2%). Of the respondents, 93.8% were unmarried, 63.9% were undergraduates and 97.3% were African. Twenty-five percent (n=39) of the participants had symptoms of perceived stress. In the univariate logistic regression model student’s age, gender, and marital status were identified as predictors of perceived stress. As per the results of the multivariate logistic model, perceived stress was significantly high among females compared to males.Conclusion: One-quarter of our study participants had perceived stress during the post COVID-19 era. Females were significantly more affected as compared to males. Thus, implementing measures to reduce perceived stress, more specifically among the female undergraduates is a timely requirement.

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Section: Discussionmentioning

confidence: 55%

Section: Discussionmentioning

confidence: 99%

Section: Open Accessmentioning

confidence: 99%

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Prevalence and risk factors associated with perceived stress among university students in South Africa after Coronavirus Disease 2019 pandemic

Mahlangu,

Mokoena,

Ntuli

2024

Anuradhapura Med. J.

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“…While a sense of belonging is a key component for all students in educational inclusion and wellbeing (Theron and Liebenberg, 2015;Blignaut et al, 2022), the development of this feeling is a challenging journey for newly arrived migrant pupils. In particular, issues of linguistic and cultural misrepresentation, unequal learning opportunities and outcomes, stereotyping, discrimination and racism still occur in schools (Council of Europe, 2017;UNESCO, 2018;Szelei et al, 2019Szelei et al, , 2021a.…”

Section: Introductionmentioning

confidence: 99%

Together or separate? Tracing classroom pedagogies of (un)belonging for newcomer migrant pupils in two Austrian schools

Wagner,

Szelei,

Eloff

et al. 2024

Front. Educ.

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Even though receiving newcomer pupils in schools is not a new phenomenon, many education systems grapple with finding adequate schooling arrangements that foster belonging and inclusion. Over the years, policy-makers and school practitioners seem to echo recurring dilemmas in terms of what language support models may promote optimal inclusion, and whether and how to support the language of schooling while also building on students’ cultural and linguistic repertoires. In this article, we present classroom observations from two Austrian primary schools that implemented German language support in two distinct ways. School 1 implemented pull-out classes, whereas School 2 used a model of individualized learning for all students in the mainstream classroom. Utilizing the cultural-linguistic aspects of ‘belonging’ in pedagogical enactments, we analyze how teachers’ instructional strategies to organize curricular learning for newly arrived migrant pupils set conditions for pedagogies of (un)belonging in the classroom. Findings show that pedagogies of (un)belonging seemed to be formed via chains of patterned interactions, activities and utterances based on three key logics: marking students’ ‘fitness’ to the mainstream classroom, creating cultural (in)visibility, and as creating language hierarchies. While the two classroom practices remarkably differed in how they enabled German language learning and fitting to mainstream pedagogical norms, both seemed to uphold monolingualism and monoculturalism. Recommendations are given in order to expand narrow notions of belonging in educational policy and practice.

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“…The shift to fully online settings from face-to-face and blended forms of instruction, learning, and assessment changed the educational landscape. Different approaches to pedagogy design, delivery, and evaluation continue to be crucial to what could or should be consistent to the academics' competencies (Blignaut et al 2022). The majority of basic education and higher education systems were exposed to the new online form of education for the first time, while some who had prior exposure to this sector were presented with fully fledged online tests and lectures for the first time (Pandit and Agrawal 2022).…”

Section: Introductionmentioning

confidence: 99%

A novice academics’ reflections on the implementation of proctored examinations: An auto-ethnographic account

Methi

2023

SAJHE

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The study reflects on the challenges I, as the researcher, experienced during the implementation of proctored examinations as a novice academic in a higher education institution (HEI). Through self-reflection, I explored and critiqued my biases, preferences, perceptions and preconceptions, as I navigated proctored examinations as an academic and how they impacted my well-being and resilience. Auto-ethnography was used as the qualitative research design to explore and critique my transformational experiences. Auto-ethnography is experience-based, explores only one problem and it is not continual. The nature, extent, and significance of emotions I experienced were recorded in the form of e-mails, Microsoft teams meeting recordings and data relating my emotions and any other reflections were shared/expressed in my interaction with colleagues. I retrospectively and selectively wrote in my journal about "epiphanies" that I perceived to have significantly impacted my performance and the ultimate results of students. I used constructivist grounded theory principles to analyse my reflections and found that the challenges stemmed from a lack of preparedness, impulsive skilling process in facilitating a proctored examination, increased emotionality, and depletion of collaboration as potential risks. The process provided me with new ways of understanding what it means to learn and function during a time of disruptive change.Ensuring and maintaining academic honesty and integrity in any learning environment is vital and significant and requires educational innovation that replaces existing methodologies and modes of knowledge transmission, by providing new alternatives for teaching, learning and assessment.The authors' focus might be secondary in the minds of many social scientists who are directly contributing to our understanding of novice academics experiences in implementing the proctored examination. However, despite some limitations and ethical concerns, I urge qualitative researchers to embrace the focus on the adaptation-based approach to the resilience of novice academics in the implementation of proctored examinations.

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Belonging, wellbeing and stress with online learning during COVID-19

Cited by 5 publications

References 40 publications

Prevalence and risk factors associated with perceived stress among university students in South Africa after Coronavirus Disease 2019 pandemic

Prevalence and risk factors associated with perceived stress among university students in South Africa after Coronavirus Disease 2019 pandemic

Together or separate? Tracing classroom pedagogies of (un)belonging for newcomer migrant pupils in two Austrian schools

A novice academics’ reflections on the implementation of proctored examinations: An auto-ethnographic account

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