Characteristics of Adaptation in Undergraduate University Students Suddenly Exposed to Fully Online Education During the COVID-19 Pandemic

Ishimaru, Daiki; Adachi, Hiroyoshi; Nagahara, Hajime; Shirai, Shizuka; Takemura, Haruo; Takemura, Noriko; Alizadeh, Mehrasa; Higashino, Teruo; Yagi, Yasushi; Ikeda, Manabu

doi:10.3389/fpsyt.2021.731137

Cited by 8 publications

(12 citation statements)

References 34 publications

(39 reference statements)

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“…These limitations seem to be linked to certain personality traits, a lack of digital skills, and the use of ineffective self-regulation strategies during a period when time and other resource management was essential. This possible typology is, to some extent, consistent with typologies originated from previous studies [45,53,54].…”

Section: Discussionsupporting

confidence: 91%

“…Finally, the adapters are characterised by the efficient management of attention, effort, and time, being more motivated in the new situation. Ishimaru et al [54] studied the adaptation features of university students exposed to fully online education during COVID-19 pandemic, especially engagement and stress. The authors identified three groups of students: school adaptation, school maladaptation, and school over-adaptation groups.…”

Section: Online Remote Learning During the Covid-19 Pandemicmentioning

confidence: 99%

“…The first group presented the lowest level of mental health problems (fatigue, anxiety, and depression), and the last group experienced the highest level of mental health issues, except for fatigue. The over-adaptation group generally consisted of older female students who considered online education to be less beneficial and had shorter total sleep time on weekdays and longer total sleep time on holidays [54].…”

Section: Online Remote Learning During the Covid-19 Pandemicmentioning

confidence: 99%

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Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach

Curelaru

Cristea

2022

Sustainability

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In this study, we conducted a thematic analysis of the views and perspectives of university students about online learning, specifically regarding their interpretations and experiences of the transition from traditional face-to-face courses to online teaching during the COVID-19 pandemic. The sample included 209 undergraduate and postgraduate students who were invited to complete five tasks, i.e., a free association task, answering open questions about the advantages and disadvantages of online learning, providing suggestions for improving online learning, and sharing a personal experience lived during this period. Some of the main themes extracted from the data refer to the negative aspects of online learning mentioned by participants in relation to its disadvantages, such as health and psychosocial problems (e.g., stress, anxiety, decreased motivation, isolation/loneliness, and apathy) and learning process problems (e.g., misunderstandings, a lack of feedback, additional academical requirements, a lack of challenge, and disengagement). Other recurrent themes refer to the positive aspects of online learning associated with its benefits: comfort and accessibility, economy (saving time and money), and psychological and medical safety. The personal experiences during COVID-19 shared by our respondents were organised around four main themes (positive, negative, ambivalent, and transformative experiences) related to students’ adaptation to the educational context generated by the pandemic. Based on these findings, practical recommendations for universities and researchers are discussed.

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Section: Discussionsupporting

confidence: 91%

Section: Online Remote Learning During the Covid-19 Pandemicmentioning

confidence: 99%

Section: Online Remote Learning During the Covid-19 Pandemicmentioning

confidence: 99%

See 1 more Smart Citation

Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach

Curelaru

Cristea

2022

Sustainability

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“…For example, Ishimaru et al. (2021) reports that other stressors (e.g., daily activities) due to the COVID‐19 pandemic were unexplored, thus possibly confounding results. This has a minimal impact on the information extracted since total sleep time on weekdays, holidays, and description of restorative sleep were adequately related with academic performance and mental stress, sufficiently contributing to meet the objectives of the current review.…”

Section: Resultsmentioning

confidence: 99%

Impact of COVID‐19 pandemic on sleep of undergraduate students: A systematic literature review

2022

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The 2019 coronavirus pandemic forced the shift to distance education aggravating mental and physical vulnerabilities of undergraduate students, including sleep. This review aims to describe sleep problem rates and prevalence, sleep pattern disruption, sleep duration, sleep quality, insomnia symptoms, psychological and socioeconomic factors affecting sleep of undergraduates in 22 countries. A systematic search for articles published from 2020 to 2021 using 'COVID-19,' 'Coronavirus,' 'Pandemic,' 'Sleep,' 'Mental Health,' and 'Students' from PubMed, Scopus, and Cochrane yielded 2550 articles, where 72 were included. Selection criteria were:English full-text available articles, undergraduates and not postgraduates, reported sleep outcomes, and participants not from allied health courses. Risk of bias was assessed using various Joanna Briggs Institute checklists and outcomes were descriptively synthesized. Prevalence of sleep problems was notable, while longitudinal studies showed increased rates. There was significantly increased sleep duration, and sleep pattern disruption during lockdowns. Several psychological, behavioural, environmental, demographic, and socio-economic factors were found to be associated with sleep changes. These highlight the pandemic's impact on sleep of undergraduate students and reveal opportunities for institutions to intervene with policies and programs to promote the well-being of undergraduates. Limitations include recall bias and underrepresentation of other countries. This study is self-funded with registration number RGAO-2021-0071.

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“…For these students, college adjustment usually entails coping with the changes to their everyday lives related to the demands of academic work and the socio-cultural environment of the institution they selected for their education [8,9]. The pandemic adds to the burden of the changes with which these students are required to cope in their pursuit of academic success [10].…”

Section: Introductionmentioning

confidence: 99%

Measuring the Impact of the Pandemic on Female and Male Students’ Learning in a Society in Transition: A Must for Sustainable Education

2022

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A sustainable education amid a disruptive event (e.g., a pandemic) requires the objective assessment of learning before and during the event and, if necessary, evidence-driven solutions in response to deficiencies. The present action research study illustrates an evidence-based response of educators to the widespread concerns that learning in college students, accustomed to face-to-face courses, might have been damaged during the pandemic by the switch to the online mode. It focuses on general education (GE) courses as they usually enroll students at the beginning of their journey in higher education, and thus, a population that is likely to be particularly sensitive to unforeseen changes. Pass/fail grades in courses taught face-to-face and online synchronously by the same instructors were examined. It was hypothesized that if the switch from face-to-face to online instruction changed the students’ approaches to learning, course performance would differ between the instructional modes. Differences in female and male students’ adaptation responses were expected to be reflected in their course performance. The study found that female students performed better online than face-to-face in Arabic Culture, Natural Science, Math, and Wellness courses. Male students also performed better online in Math and Natural Science courses, whereas they exhibited better performance face-to-face in Arabic Culture, Wellness, and Professional Competency courses. It was concluded that basic indices of uneven performance can guide further analyses into the sources of female and male students’ approaches to instructional modes.

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Characteristics of Adaptation in Undergraduate University Students Suddenly Exposed to Fully Online Education During the COVID-19 Pandemic

Cited by 8 publications

References 34 publications

Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach

Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach

Impact of COVID‐19 pandemic on sleep of undergraduate students: A systematic literature review

Measuring the Impact of the Pandemic on Female and Male Students’ Learning in a Society in Transition: A Must for Sustainable Education

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