Life During COVID-19: The Student Experience

LaRosa, Julianne; Doran, Cierrah; Guth, Amanda; Varshney, Karan; Anaele, Beverly; Davis, Kaitlyn; DiDonato, Stephen; Romney, Martha; Keddem, Shimrit; Frasso, Rosemary

doi:10.1177/23733799211017562

Cited by 6 publications

(5 citation statements)

References 14 publications

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“…Higher education institutions must incorporate online support platforms to improve students' interconnections while studying remotely. Collaborative online learning with telecommunications technologies can reduce students' feelings of loneliness and foster their learning (LaRosa et al, 2021). Additionally, teachers and lecturers who lead teaching and learning through online platforms should be adequately trained.…”

Section: Discussionmentioning

confidence: 99%

COVID-19 Pandemic Experiences: Cross-Border Voices of International Graduate Students in Australia and America

Ackah‐Jnr

Appiah

Udah

et al. 2022

IJLTER

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The study analyses cross-border experiences of international graduate students in two universities, one in Australia and the other in the United States of America, during the COVID-19 pandemic to understand how this impacted their learning and wellbeing. COVID-19 crisis led to dramatic changes in higher education institutions worldwide, affecting the academic and social life of international students, and as well opening windows of opportunities for them. International students of African and Asian backgrounds were purposely selected for the study. Data were collected with an open-ended qualitative questionnaire and analysed thematically. Findings indicate international students had mixed experiences, including stress and hardship, isolation, fear and insecurity, frustration and helplessness that affected their academic and social lives and wellbeing. Other students however developed strong connections, resilience, confidence, and optimism for the future. The shared cross-border experiences raise awareness to the global impact of COVID-19 in higher education. Findings have implications for how universities could respond to the needs of international students, which must be inclusive, equitable, and human-centric, during unforeseen crises.

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Section: Discussionmentioning

confidence: 99%

COVID-19 Pandemic Experiences: Cross-Border Voices of International Graduate Students in Australia and America

Ackah‐Jnr

Appiah

Udah

et al. 2022

IJLTER

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“…Questions remain, however, about the causes of burnout, and the role of medical school in the phenomenon is not fully understood. Photo-elicitation has been used in previous studies to understand lived realities of students in medical school and other educational settings [5,6]. However, these studies have largely focused strictly on the impacts of COVID-19; to our knowledge, the photo-elicitation methodology has not previously been used to understand sources of stress, and means of coping, across the duration of the medical school experience.…”

Section: Introductionmentioning

confidence: 99%

Reflections of Graduating Medical Students: A Photo-Elicitation Study

et al. 2023

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Medical school is associated with increased mental health morbidity that can result in professional burnout. To explore the sources of stress and means of coping for medical students, the photo-elicitation method was utilized, with interviews being conducted. The commonly discussed stressors included the presence of academic stress, difficulty relating to peers outside of medicine, frustration, feelings of helplessness and under-preparedness, imposter syndrome, and competition. Coping themes included camaraderie, interpersonal relationships, and wellness activities such as diet and exercise. Medical students are exposed to unique stressors, and as a result, students develop coping strategies throughout their studies. Further research is needed to identify how to better support students.

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“…Dhawan (2020) stated that "This crisis will make the institutions, which were earlier reluctant to change, to accept modern technology" (p. 7). During this time, students experienced increased emotional, mental and physical challenges at the individual, interpersonal and organizational levels (LaRosa et al, 2021) and grew ambivalent toward digital learning tools (Almendingen et al, 2021). The ability to manage student teams in this fully online environment adds to the pedagogical challenges of this transition.…”

Section: Introductionmentioning

confidence: 99%

Incorporating the student perspective in designing a virtual team classroom environment: an elaborated action design science research approach

Kutz

Cumbie

Mullarkey

2022

JRIT

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PurposeThis paper aims to address the long-standing problem of suboptimal student team experiences for instructors and students by incorporating the student voice by co-creating a virtual team collaborative environment to improve team collaboration in the online classroom.Design/methodology/approachThis paper presents a novel design science research approach and relates two elaborated action design science research (eADSR) cycles that design, implement and evaluate the student team experience in online courses requiring teamwork.FindingsThe outcome is a holistic view of a virtual team classroom environment specified with technologies and practices that may be employed to optimize the student team experience. The eADSR process yields non-obvious diagnoses and actionable steps for continually incorporating the ever-changing social aspects unique to students in addition to the evolving technological landscape.Practical implicationsThis paper is valuable to faculty members interested in applying eADSR processes to incorporate the student voice to address pedagogical and learning challenges in the classroom. Additionally, it provides a DSR-based model that can be implemented in the classroom to improve student team collaboration as well as transparency for the instructor and the students in terms of team member contributions with the goal to alleviate student and faculty frustrations. This topic is particularly relevant in light of COVID-19 as students and faculty alike are thrust into new online classroom environments.Originality/valueEmploying eADSR in the classroom is a novel and unique approach to create a replicable model for virtual team collaboration that can be added to the classroom.

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Life During COVID-19: The Student Experience

Cited by 6 publications

References 14 publications

COVID-19 Pandemic Experiences: Cross-Border Voices of International Graduate Students in Australia and America

COVID-19 Pandemic Experiences: Cross-Border Voices of International Graduate Students in Australia and America

Reflections of Graduating Medical Students: A Photo-Elicitation Study

Incorporating the student perspective in designing a virtual team classroom environment: an elaborated action design science research approach

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