Students’ Experiences in Suddenly Transformed Living and Educational Environments by COVID-19

Abstract

This manuscript builds on research about how university students felt affected by the Covid19 pandemic and, especially, by the irruption of non-face-to-face classes and mixed teaching methods in this context. How have young people experienced this situation? How has it affected their wellbeing and the learning strategies should develop have had to incorporate into their virtual relationships? their virtual relationships? How have they related and relate to virtual tools for a task that they have always experienced face-to-face? To answer these questions, the TRAY-AP project that investigates how university students learn collected 89 scenes that show the effects of the Covid 19 on their lives and the university. We grouped these scenes into seven key concepts to detect how students were emotionally affected, especially by moving from face-to-face to virtual learning. From this analysis, although primarily negative, the emotional effects have also allowed them to generate positive strategies for readaptation and collaboration with other colleagues. All of which opens the way to rethink the predominant pedagogical and knowledge relations in the university.

Home Physical Exercise Protocol for Older Adults, Applied Remotely During the COVID-19 Pandemic: Protocol for Randomized and Controlled Trial

“…Due to the high transmission and lack of specific treatment, many countries have adopted restrictive measures, recommending social isolation and quarantine periods to contain the spread of the virus (Kraemer et al, 2020;World Health Organization [WHO], 2020a). Even today, there are countries that continue to recommend social isolation and prohibit agglomerations to avoid overloading health systems (Armitage and Nellums, 2020;Ferguson et al, 2020;Camuñas, 2021;Diotaiuti et al, 2021), this new situation implies challenges for different populations, such as athletes, workers and even the elderly (Andreato et al, 2020;Hernández-Hernández and Sancho-Gil, 2021).…”

Neurodiversity Positively Predicts Perceived Extraneous Load in Online Learning: A Quantitative Research Study

“…The rise of online learning in higher education has reshaped instructional strategies and the student experience [14]. However, despite the neurodiversity paradigm advocating for adapting environments to support those with atypical neurocognitive functioning [20,21], considerations of neurodiversity are conspicuously lacking in research investigating online learning environments in higher education [22,23]. This is particularly concerning given that working memory impairments, which can impact cognitive load, are common in several neurodevelopmental conditions [42][43][44].…”

“…The neurodiversity paradigm advocates for adapting environments to support those with atypical neurocognitive functioning associated with neurodevelopmental conditions [20,21]. However, considerations of neurodiversity are conspicuously lacking in research investigating online learning environments in higher education [22,23].…”

Experience of operating a medical humanities course at one medical school during the COVID-19: a retrospective study

“…Finally, even after the COVID-19 pandemic ended, medical students preferred online medical humanities classes. It can be seen that there are several advantages if the learning environment for online classes is adequately prepared, and a positive effect has been reported, especially in activity-oriented classes [17][18][19]. In the lecture-centered online class, the students were passive, had reduced concentration, and experienced boredom; however, in the activity-centered online class, the students demonstrated active class participation and interest.…”

“…In online classes centered on discussion and participation, students experienced more active participation and interaction than in face-to-face classes, and it was reported that the students demonstrated free expression [ 18 ]. Although there is a negative emotional impact of online classes, they have been shown to strengthen student agency and have a positive effect on cooperation and overcoming challenges [ 19 ]. As such, online classes have the advantage of improving students’ self-directed learning, intrinsic learning, class participation, and interest through online teaching methods.…”