Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic—A focus group study

Abstract

The COVID-19 pandemic dramatically altered the model of university education. However, the most salient challenges associated with online learning, how university students are coping with these challenges, and the impact these changes have had on students’ communities of learning remain relatively unexplored. Changes to the learning environment have also disrupted existing communities of learning for both lower and upper-year students. Hence, the purpose of our study was to explore how: (1) academic and personal/interpersonal challenges as a result of COVID-19; (2) formal and informal strategies used to cope with these academic and non-academic challenges; (3) and services or resources provided by the institution, if any, affected students’ communities of learning. Six focus groups of 5–6 students were conducted, with two focus groups specifically dedicated to upper and lower year students. Questions related to academic and interpersonal challenges, formal and informal coping strategies, and access to/use of university services/resources were posed. Common challenges included poor accommodation from professors and administrators; burnout from little separation school and personal life; lack of support for students transitioning out of university; and difficulties forming and maintaining social networks. These findings suggest the importance of fostering communities of learning informally and formally at universities beyond the pandemic context.

Burnout and Professional Engagement during the COVID-19 Pandemic among Nursing Students without Clinical Experience: A Cross-Sectional Study

“…Among the students consulted, feelings of PA were also impacted by the pandemic, and those who had negative feelings in this respect believed themselves less academically effective. In addition, some students presented alexithymia (difficulty experiencing, identifying and expressing emotions) [19], which together with the required distancing from classmates and teachers [52], the fear of contagion [40] and exposure to adverse events further aggravated their anxiety and depression [50]. However, in some cases, PA was increased via the boost to professional engagement achieved, for example, by an interactive online-learning methodology [53] in which social relationships and creative work were encouraged [18].…”