Digital Social Support for Undergraduate Students during Covid-19: Pivotal Support for the Digital Transformation

Rashid, Shaista; Ismail, Hala; Khan, Raheen Fatimah

doi:10.4081/jphr.2021.2148

Cited by 8 publications

(5 citation statements)

References 40 publications

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“…Rashid et al. (2021) point out that during such challenging times of the pandemic, students need emotional and academic support to buffer the detrimental effects precipitated by the pandemic and to facilitate distant e‐learning. In their study, Rashid et al.…”

Section: Discussionmentioning

confidence: 99%

“…In their study, Rashid et al. (2021) reported how social interactions, in particular, emotional and informational support, were crucial in creating a positive educational environment that helped students reach their academic goals, and how social isolation during the pandemic affected these dynamics.…”

Section: Discussionmentioning

confidence: 99%

“…Rashid et al (2021) point out that during such challenging times of the pandemic, students need emotional and academic support to buffer the detrimental effects precipitated by the pandemic and to facilitate distant e-learning. In their study,Rashid et al (2021) reported how social interactions, in particular, emotional and informational support, were crucial in creating a positive educational environment that helped students reach their academic goals, and how social isolation during the pandemic affected these dynamics.…”

mentioning

confidence: 99%

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The impact of COVID‐19 on nursing students' lives and online learning: A cross‐sectional survey

Griscti,

Sammut,

Camilleri

et al. 2023

Journal of Advanced Nursing

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AimsTo explore the impact of COVID‐19 on students' lives and their online learning experience.DesignA cross‐sectional survey design was used in this study.MethodsA total of 44 nursing students who were enrolled in an undergraduate programme at a Canadian University participated in the study. The students were asked to fill out a 35‐item survey that was developed by the European Students' Union and that was circulated across Europe in April 2020.ResultsThe COVID‐19 pandemic and subsequent lockdown affected students mentally, and emotionally. Findings also revealed that whilst most students had the privilege to study from home, many students did not have a desk, or a quiet place to study in their home and some had problems with Internet connectivity. Online lectures were delivered according to students' preferences; however, students were dissatisfied with the way their practice was organized.ConclusionThe similarities between this study and the European study provide common grounds for academics around the world to connect, collaborate and work on the challenges in providing nurse education in emergencies such as national disasters or pandemics to ensure preparedness for such future events.Patient or Public ContributionNo Patient or Public Contribution.ImpactThe commonalities experienced in nursing education across the globe should act as an impetus for globalized nursing action. Educators need to prepare and reinvent a role for students in the clinical area in the event of future disasters/pandemics. Policy makers and administrators need to ensure when switching to online education no student is underprivileged or marginalized in the process.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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The impact of COVID‐19 on nursing students' lives and online learning: A cross‐sectional survey

Griscti,

Sammut,

Camilleri

et al. 2023

Journal of Advanced Nursing

View full text Add to dashboard Cite

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“…The study's findings add to the literature on first year student support in transiting to university during a time of crisis. As highlighted by [21], student partnerships as social support structures in the emergency online transition have not been well researched. [5] agree and add that social support in the online academic setting amongst students has received little attention during the pandemic.…”

Section: Introductionmentioning

confidence: 99%

Peer Partnerships in a First Year Transition Programme During Covid-19: Unmasking Student Voices

Pather¹,

Johannes²,

Abiodun³

et al. 2023

Proceedings of the Focus Conference (TFC 2022)

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Student voices have the potential to increase student engagement; encourage collaboration and partnerships among students, academics and student support units. This paper focuses on students as mentors, mentees and transition officers who engage with each other as partners within an institution-wide First Year Transition Programme (FYTP). The FYTP is a peer partnership intervention that is founded on the idea that students connect with other students who can identify and understand their particular experiences in adjusting to university life. This model is a collaborative peer-mentoring partnership that provides a dual layer of support that is offered to first year mentees in the transition programme. The transition programme plays an important role in creating a sense of connectedness, partnerships and self-agency that could support students in their first year. This paper highlights the partnership of the First Year Transition Officers (FYTOs) and first year mentors in supporting mentees towards a successful virtual first year university transition. Qualitative data was collected and analysed from the FYTOs and mentors' reports and a world café activity during the pandemic. The study highlights the challenges and successes of the partnership during the Covid-19 pandemic. The paper draws on Leach and Zepke's conceptual organiser on student engagement to analyse the data within a broader social context on student experience. It provided us with actionable focus on how challenges could be addressed and partnerships strengthened.

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“…This is the usual issue of teachers who are worried about their students. Evidence suggests that some teachers could reach less than ten percent (10%) of their students online (Rashid et al, 2021). Some braved the lockdown and took the initiative to go into communities to give work and meals to the students they could not reach online (Haynes-Brown et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Life status and demographic characteristics of IAPES’ members during the COVID-19 pandemic

Argarin

Cruz

2022

Edu Sportivo: Indonesian j. of Physical Education

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This study on the life status of IAPES members based on identified conditions and their demographic characteristics during the COVID-19 pandemic was conducted to provide an updated profile of the members of the International Association of Physical Education and Sports. The objectives of the study is to collect data and information based on the following: (i) demographic characteristics of selected IAPES members as to their country of origin, age, sex, civil status, educational attainment, length of service as PE teacher, length of service in their current institution, and the type of institution they are employed; (ii) the current life status of selected IAPES members in terms of psychological, physical, financial, work/professional, and sociocultural conditions; (iii) presence of significant relationships on the current life status when grouped according to their demographic characteristics; (iv) how the selected IAPES’ members describe their greatest attributes that have helped them cope with the COVID-19 pandemic; and, (v) what other matters have been bothering the selected IAPES’ members in relation to the prevalence of the pandemic. The study used mixed methods of research, the quantitative (descriptive-correlational) and qualitative (descriptive-exploratory) methods. Moreover, the study utilized purposive-convenient sampling techniques in the selection of 246 IAPES’ members from the Philippines, India, Malaysia, Bangladesh, Egypt, Ethiopia, Pakistan, Iran, Thailand, and United States. Results show that respondents’ life status based on the cited conditions have significant relationships when grouped according to the respondents’ country of origin, sex (except for the physical condition), and educational attainment, while there are no significant relationships based on their age, civil status (except for physical and work/professional conditions), length of service as PE teacher, length of service in the current institution, and type of institution. Moreover, there were 5 greatest attributes in coping with the COVID-19 pandemic identified by the respondents, resilience, attitude of maintaining good physical condition, seeking for families’ and friends’ support in times of crisis, volunteerism, and faith in God. Other matters bothering the respondents related to COVID-19 pandemic are financial stability, family’s safety, learning more about mental health, their students’ learning conditions, and the lack of initiatives from the authorities in battling the COVID-19 pandemic.

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Digital Social Support for Undergraduate Students during Covid-19: Pivotal Support for the Digital Transformation

Cited by 8 publications

References 40 publications

The impact of COVID‐19 on nursing students' lives and online learning: A cross‐sectional survey

The impact of COVID‐19 on nursing students' lives and online learning: A cross‐sectional survey

Peer Partnerships in a First Year Transition Programme During Covid-19: Unmasking Student Voices

Life status and demographic characteristics of IAPES’ members during the COVID-19 pandemic

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