Stress development during emergency remote teaching in higher education

Obermeier, Ramona; Gläser‐Zikuda, Michaela; Bedenlier, Svenja; Kammerl, Rudolf; Kopp, Bärbel; Ziegler, Albert; Händel, Marion

doi:10.1016/j.lindif.2022.102178

Cited by 10 publications

(8 citation statements)

References 48 publications

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“…Previous studies have revealed poor well-being among higher education students during the COVID-19 pandemic (Khadirnavar et al, 2020;Obermeier et al, 2022;Son et al, 2020). In contrast, our research showed that health science students' subjective experiences of well-being increased during distance learning.…”

Section: Discussioncontrasting

confidence: 68%

“…Social support has significantly reduced anxiety during the COVID-19 pandemic (Cao et al, 2020). Those students who have experienced less loneliness, have reported less stress (Matos Fialho et al, 2021;Obermeier et al, 2022). According to our study, social contact was most often maintained by phone or virtually, but this was sometimes described as complex and tiring by the students.…”

Section: Discussionmentioning

confidence: 58%

“…Health care or health sciences students' experiences of distance learning have been studied, for example, in terms of the teaching method (e.g., Abbasi et al, 2020;He et al, 2021;Nyman et al, 2023), lifestyles (Imaz-Aramburu et al, 2021), and coping methods (Majrashi et al, 2021). Research on university students' well-being during distance learning has focused on mental health (e.g., Fawaz & Samaha, 2020;Obermeier et al, 2022), and previous studies suggesting that these situations increase depression and anxiety (Loades et al, 2020). Research focusing on the overall well-being of health sciences students during a rapid shift to distance (emergency remote teaching) is limited.…”

Section: Introductionmentioning

confidence: 99%

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Health science students’ well-being during distance learning: a qualitative interview study

Pramila-Savukoski,

Kärnä,

Kuivila

et al. 2024

JUTLP

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The recent shift from face-to-face learning to distance learning has affected students’ well-being, which could impact commitment to studies and lead to delays or interruptions. The aim of this study was to describe health science students’ experiences of well-being during the distance learning and social isolation resulting from the COVID-19 pandemic. A qualitative descriptive interview study was conducted with virtual semi-structured individual interviews. A total of 15 first-year health science students participated. Content analysis was used to analyse the data. The study identified six main categories of well-being: social relationships; healthy lifestyle; versatile everyday life; psychophysical well-being; the physical living environment; and adaptation to a new situation. The participants mainly reported satisfactory well-being, but they needed support to maintain it. The study showed that students’ well-being and resilience increased when distance learning lasted longer. In the future, it will be important to study how to combine the flexibility of distance learning with the communality of contact teaching.

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Section: Discussioncontrasting

confidence: 68%

Section: Discussionmentioning

confidence: 58%

Section: Introductionmentioning

confidence: 99%

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Health science students’ well-being during distance learning: a qualitative interview study

Pramila-Savukoski,

Kärnä,

Kuivila

et al. 2024

JUTLP

View full text Add to dashboard Cite

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“…It is also worth referring to a study conducted among 2795 German students. They proved that students, as a result of the sudden transition to remote learning mode, observed an increased stress level [ 77 ]. This is confirmed by a study conducted among respondents at a university in northern Malaysia who admitted that anxiety and depression symptoms were exceptionally high during the ongoing COVID-19 pandemic and online learning.…”

Section: Resultsmentioning

confidence: 99%

Remote Learning in Higher Education: Evidence from Poland

Ober

Kochmańska

2022

IJERPH

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The COVID-19 pandemic has brought about a sudden transformation at universities. The previous mode of teaching has been replaced by remote education, the effectiveness of which depends, among other things, on the technological infrastructure of universities and the digital competence of lecturers and students. The main objective of this study is to evaluate remote learning in higher education from the students’ point of view. The uniqueness of the present research approach lies in the identification of four dimensions (socio-emotional, developmental, time-financial, and negative attitude) of students’ evaluation of remote learning in higher education. The survey was conducted on 999 students studying remotely, including 518 women and 481 men. Most of the students surveyed had been studying remotely for 1–2 years and were studying full-time for their first degree. The research tool consisted of 16 mixed survey questions. Six of them were related to sociodemographic factors (including those related to the respondents’ education), and eight were related to their experiences with and opinions about remote education, respectively. The remaining two questions were used to collect respondents’ evaluations of the degree of importance to them of various advantages and disadvantages of remote education. The research showed that among the advantages of remote learning for students, the most important are saving time, the possibility of studying at a university far from home (another city, another country), the possibility of combining work and study, and reduced commuting costs. On the other hand, the disadvantages of remote learning of greatest importance to students include the loss of social ties due to lack of contact with peers, feelings of fatigue resulting from excessive use of information and communication tools, and greater susceptibility to various forms of distraction. In addition, the shape of students’ education was relevant to the different dimensions of their evaluation of remote learning in higher education. The social-emotional size of remote learning is more important for students who study remotely in a blended mode (compared to uniform). The developmental dimension is essential for students who participate in remote learning activities for longer during the day. In addition, a more extended period of remote learning promotes the greater importance of the time-financial dimension when evaluating remote knowledge.

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“…The shift to ERT presented unprecedented challenges for professors, students, and academic institutions, manifesting in difficulties in adapting curriculum, maintaining student motivation ( [3,4]), and coping with issues such as loneliness, stress, and inadequate infrastructure ( [5,6]).…”

Section: Introductionmentioning

confidence: 99%

Embracing educational resilience: A retrospective analysis of the impact of emergency remote teaching on programming students in-pandemic

Paradeda,

Campos,

Oliveira Filho

et al. 2024

Navigating Through the Knowledge of Education

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This study reflects on the experiences of 52 programming students during the Emergency Remote Teaching (ERT) semester at a university due to the COVID-19 pandemic. The findings reveal that the sudden shift had a lasting impact on the emotional states and motivation levels of students, highlighting the persistent influence of ERT. The role of technological infrastructure remains a significant factor, shaping students’ perceptions of ERT. The paper offers actionable insights to enhance teaching methods and support structures. The research emphasizes the need to consider the emotional and motivational dimensions when orchestrating changes in educational delivery modes. The study provides valuable insights for shaping effective learning environments during the ongoing recovery from the pandemic.

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Stress development during emergency remote teaching in higher education

Cited by 10 publications

References 48 publications

Health science students’ well-being during distance learning: a qualitative interview study

Health science students’ well-being during distance learning: a qualitative interview study

Remote Learning in Higher Education: Evidence from Poland

Embracing educational resilience: A retrospective analysis of the impact of emergency remote teaching on programming students in-pandemic

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