Building resilience in education systems post-COVID-19

Naidu, Som

doi:10.1080/01587919.2021.1885092

Cited by 64 publications

(42 citation statements)

References 5 publications

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“…However, our results showed that no significant differences were found before and after pandemic. This has also been observed in other students from different countries, and the reason that these studies highlighted was the resilience of both lecturers and students [66], [69]. Students from different Asiatic universities showed a high level of satisfaction towards learning during pandemic [66].…”

Section: Discussionsupporting

confidence: 67%

“…Students from different Asiatic universities showed a high level of satisfaction towards learning during pandemic [66]. On the one hand, resilience is thought to be the result of perseverance and passion [69]. On the other hand, it could also be the result of flexibility, both in terms of location (students can follow the online sessions anywhere) and of time (students can adjust learning times and watch the lectures many times) [70].…”

Section: Discussionmentioning

confidence: 99%

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Student Approach to Learning Does Not Change Before and During Covid-19 Pandemic in a Degree Level Subject

Ferriol¹,

Leiva-Brondo²

2021

EDULEARN Proceedings

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Different approaches to learning depending on the context of teaching environment, personal perception of learning process, and several intrinsic factors appear in University students. These approaches to learning can be divided into two groups: surface approach, in which memory-based techniques are used and students participate poorly, and deep approach, which involves a higher understanding and integration of different concepts. The coronavirus COVID-19 pandemic that has devastated the world since the end of 2019 may have changed the students' approach to learning as the new personal situations may have modified in many complex ways the teaching environment, the perceptions of learning processes, and the intrinsic factors (psychological traits, economic situations...). The main objective of the present study is to evaluate these possible changes on students of the second year of a life science degree, to who pandemic has affected their process of adaptation to the University life. The R-SPQ-2F questionnaire was used at the beginning and at the end of the first semester for the subject "Fundamentals of forest botany and zoology", in two different years: 2019-2020, when the subject was not affected yet by COVID-19, and 2020-2021, when the whole Spanish society was recovering from a complete lockdown that lasted more than three months and punctual lockdowns continued. Results shows a high item reliability for the main scales but not for the subscales. The main scales and subscales of the questionnaire were compared both between the beginning and the end of each academic year, and between years and gender. In both academic years, no statistical differences were found between the beginning and the end of the semester. The same result was observed related to gender, with non-significant differences. Surprisingly, there was also no significant differences between academic years. This result reveals that the pandemic has not significantly affected the approaches to learning of the students of this forest biology subject.

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Section: Discussionsupporting

confidence: 67%

Section: Discussionmentioning

confidence: 99%

Student Approach to Learning Does Not Change Before and During Covid-19 Pandemic in a Degree Level Subject

Ferriol¹,

Leiva-Brondo²

2021

EDULEARN Proceedings

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“…This may be because all three universities, where this study was conducted, had provided access to recorded lectures and other materials via the Learning Management System so that even those students who do not have access to a reliable Internet connection to attend synchronous sessions can be engaged in online learning. Even though the poor Internet connectivity can be a challenge that they encounter, the mere existence of challenges may not always hamper student motivation in online education as distance learners are naturally more self-resilient and motivated [75]. Even in a recent study, Dhinigra, Pasricha, Sthapak and Bhatnagar (2021) [68] report that most of the medical students that they surveyed in India had the motivation to receive online education despite various challenges they had encountered.…”

Section: Discussionmentioning

confidence: 99%

Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka

et al. 2021

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This quantitative study investigated the determinants of students’ satisfaction with their online learning experience at Sri Lankan universities during the COVID-19 pandemic. The data was collected from 1376 undergraduates enrolled in various courses in humanities and social sciences at three state-owned universities in the country. The results of the Structural Equation Modeling (SEM) revealed that the independent variables of the model, namely perceived learner motivation, perceived challenges of e-learning, and interaction significantly affected students’ satisfaction with their new online learning experience. Out of the three variables, learner motivation exerted the strongest effect on students’ satisfaction, implying the crucial role self-regulated learning—characterized by motivation—plays in online learning environments. The study has several implications for both creating and ensuring the long-term sustainability of productive and student-friendly online learning spaces in higher education.

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“…Notwithstanding, several studies reported that the learners might not feel advantageous with e-learning due to unexpected readiness, e.g. lower confidence, lower technological skills, and poor internet access [ 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

E-learning readiness and perceived stress among the university students of Bangladesh during COVID-19: a countrywide cross-sectional study

2021

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Background The COVID-19 pandemic has compelled all educational institutions from the conventional campus-based education system to e-learning worldwide. However, adapting to this new platform, e-learning readiness may cause perceived stress among students. This study aimed to examine the association between e-learning readiness and perceived e-learning stress and the relationship between sociodemographic and e-learning related factors. Results A cross-sectional study was employed, where 1145 e-learning enrolled university students were surveyed. The result indicated that nearly 91% of students reported moderate (76.07%) to the higher level (14.85%) of perceived e-learning stress, whereas more than half of them (58.17%) were at the sub-optimum level of readiness. Furthermore, it was found that students with the sub-optimum level of readiness compared to optimum had a significantly higher chance of reporting moderate and high level of perceived e-learning stress. Besides, parents’ highest education, residence, students’ preference in (e-learning or learning format), and having any eye problems were associated with perceived e-learning stress. Conclusions A sudden introduction of e-learning during the COVID-19 catastrophe has brought about challenges, including the students' readiness, that might exacerbate the perceived stress level in different ways. This study reported that most of the students were at sub-optimal levels of readiness and suffered from moderate to high levels of perceived e-learning stress. The findings should integrate into the education monitoring system to enhance students' coping strategies, incite readiness, straighten, and nourish existing policies. Key messages The moderate and higher level of e-learning stress was 76% and 15%, respectively. Here, 58% of students were at the sub-optimum level of e-learning readiness. Students’ sub-optimum level of e-learning readiness was significantly associated with the perceived moderate and high level of e-learning stress.

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Building resilience in education systems post-COVID-19

Cited by 64 publications

References 5 publications

Student Approach to Learning Does Not Change Before and During Covid-19 Pandemic in a Degree Level Subject

Student Approach to Learning Does Not Change Before and During Covid-19 Pandemic in a Degree Level Subject

Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka

E-learning readiness and perceived stress among the university students of Bangladesh during COVID-19: a countrywide cross-sectional study

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