Relationship between teaching modality and COVID-19, well-being, and teaching satisfaction (campus &amp; corona): A cohort study among students in higher education

Fretheim, Atle; Helleve, Arnfinn; Løyland, Borghild; Sandbekken, Ida Hellum; Flatø, Martin; Telle, Kjetil; Watle, Sara Sofie Viksmoen; Schjøll, Alexander; Helseth, Sølvi; Jamtvedt, Gro; Hart, Rannveig Kaldager

doi:10.1016/j.puhip.2021.100187

Cited by 6 publications

(6 citation statements)

References 8 publications

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“…It is clearly seen that learning from home affect students' learning and cause many challenges in learning [14], [22], [37]. Interestingly, three other students voiced learning English subject from home is normal as the current condition pushed it.…”

Section: Discussionmentioning

confidence: 97%

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Challenges and adaptation on online learning during COVID-19 pandemic

2022

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Coronavirus Disease (COVID-19) has impacted the continuity of learning in education aspects. This research aimed to analyze the challenges and the adaptative strategy of online learning for urban vocational school teachers and students during COVID-19. The research applied a descriptive qualitative design in supporting the data needed. The sample of the study was taken randomly from a vocational school in Indonesia consisting of seven students and four teachers in English subject teaching class. In gathering the data, observation and interview were used as research instrument and it was analyzed using Braun’s thematic analysis. The data gathered revealed that vocational school students face some challenges when learning online in English teaching subject during COVID-19 pandemic and did the adaptation dealing with the situation. The interview exposed the challenge faced by the vocational school teachers and students during online learning covering lack of lesson understanding, low creativity in using learning sources, lack of psychological bond with the teacher, internet stability, lack of face meeting exposure, and learning accessibility. The adaptive strategy implemented by the respondents mainly link with technical stuff like stabilizing internet coverage, searching the learning resource more intensive, and providing learning module.

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Section: Discussionmentioning

confidence: 97%

“…The limit teaching hour as the main challenge for teacher poses them to be more creative and autonomous in teaching. It is supported by Fretheim et al [14] who stated that the assistance of technology cannot be avoided as the vital aid to maintain the learning process and maximize teaching hour.…”

Section: Introductionmentioning

confidence: 99%

Challenges and adaptation on online learning during COVID-19 pandemic

2022

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“…To our knowledge, this is the first study to use nation-wide data to examine the long-term impact of the COVID-19 pandemic on mental health care use in primary care among first-year students in higher education. Comparable studies have typically focused on children or the general population [ 25 , 26 ] while studies on mental health issues due to the pandemic that focus on students in higher education are limited to survey and interview studies based on convenience sampling and self-reporting of symptoms and are mainly cross-sectional studies conducted in the first phase of the pandemic [ 4 , 7 – 11 ].…”

Section: Discussionmentioning

confidence: 99%

The COVID-19 pandemic’s impact on mental health care use among Norwegian students in higher education: a nation-wide register-based pre-post cohort study

Grøsland

Larsen

Reneflot

et al. 2022

BMC Health Serv Res

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Background The COVID-19 pandemic, and its associated social distancing measures, gave profound changes to the everyday and academic life of students in higher education. The current study is the first to use nation-wide data to evaluate the long-term effect of the pandemic and its countermeasures on university students’ mental health care use. Methods Using nation-wide individual-level data, we studied mental health consultations in primary care (data available from January 2017 to February 2022) and dispensed prescription drugs used to treat anxiety, depression, and sleep disturbances (data available from October 2018 to February 2021) for first-year undergraduate university students. We compared changes over time in mental health care use in a pandemic cohort (12,501 first-year students enrolled in 2019) to the same change in a pre-pandemic cohort (25,990 first-year students enrolled in 2017 and 2018). Event study and difference-in-difference models allowed us to separate the impact of the pandemic, experienced by the pandemic cohort only, from secular and seasonal changes experienced by all cohorts. Results The percentage of students with a mental health consultation temporarily decreased during the first period of strict social distancing measures in March 2020. At the end of the second round with strict measures in April 2021, the level of mental health consultations increased by 73% (95% CI 40–106.3). There was also a 42% (95% CI 5.7–79.5) increase in mental health consultations in November 2021. No similar increases were observed for dispensed prescription drugs between March 2020 and February 2021. Conclusions The COVID-19 pandemic was associated with increases in mental health consultations in primary care among students, especially during/after longer periods of strict social distancing measures. The benefits of social distancing measures in future pandemic preparedness should be weighed against the cost of potentially worsening mental health in vulnerable groups.

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“…Therefore, learning environments based on alternative delivery modalities made it possible for higher education professors to keep uninterrupted their students' learning process. Several studies have been carried out to analyze different delivery modalities in Rodríguez-Hernández and Rincon-Flores 10.3389/feduc.2023.1179330 higher education during ERT (e.g., del Arco et al, 2021a,b;Foo et al, 2021;Fretheim et al, 2021;Ramos-Pla et al, 2021Villa Castaño et al, 2022;Wang et al, 2022;Yousry and Azab, 2022). Four main conclusions can be drawn from these studies.…”

Section: Introductionmentioning

confidence: 99%

“…Second, it could be the case that students enrolled in the remote modality perform academically worse than students enrolled in the faceto-face modality (Foo et al, 2021) or hybrid modality (Yousry and Azab, 2022). Third, shifting from face-to-face to remote teaching could harm students' wellbeing, increasing their anxiety and depression levels (Daniel, 2020;Zhao, 2020;Fretheim et al, 2021). Finally, ERT has represented an opportunity for educational innovation daring teachers to apply methodologies they had not previously experienced (Ramos-Pla et al, 2022); however, one major issue has been to transfer the face-to-face modality practices to the remote one (del Arco et al, 2021b), possibly ignoring the need for the adequate pedagogical training (Ramos-Pla et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Comparative study between delivery modalities in higher education during emergency remote teaching due to COVID-19

Hernández

Rincón-Flores

2023

Front. Educ.

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Despite the difficulties faced during Emergency Remote Teaching (ERT) because of the COVID-19 pandemic, it is also true that such a situation has left a series of learnings that educational institutions around the world should capitalize on. Under this scenario, interest arose in studying three delivery modalities (face-to-face, hybrid, and remote) at the university level, aiming to compare the students’ learning level and their perceptions of each delivery modality. The present study was developed in a private university in Mexico, following a quantitative methodological approach involving 360 students and 14 professors from various schools and geographical locations. Data were collected through pre-and post-tests and a perception questionnaire for students. Findings suggest that the students’ learning level in every modality varies by school and that students positively perceive the three delivery modalities, albeit identifying factors that foster and hinder their learning process in each one. The results of this study contribute to strengthening the research field on teaching during ERT, allowing educational institutions to make better decisions regarding the quality of the educational offer.

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Relationship between teaching modality and COVID-19, well-being, and teaching satisfaction (campus & corona): A cohort study among students in higher education

Cited by 6 publications

References 8 publications

Challenges and adaptation on online learning during COVID-19 pandemic

Challenges and adaptation on online learning during COVID-19 pandemic

The COVID-19 pandemic’s impact on mental health care use among Norwegian students in higher education: a nation-wide register-based pre-post cohort study

Comparative study between delivery modalities in higher education during emergency remote teaching due to COVID-19

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