The Balance of Roles: Graduate Student Perspectives during the COVID-19 Pandemic

Bal, Irene A.; Arslan, Okan; Budhrani, Kiran; Mao, Zixin; Novak, Kae; Muljana, Pauline Salim

doi:10.1007/s11528-020-00534-z

Cited by 36 publications

(33 citation statements)

References 2 publications

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“…Recent commentaries suggested that students with caretaking responsibilities (e.g. childcare) may be particularly effected during COVID-19 [25,26]. We did not find any differences in either sex or caretaking responsibilities between the two groups of students in Sweden.…”

Section: Students With Caretaking Responsibilitiescontrasting

confidence: 76%

Challenges in PhD education due to COVID-19 - disrupted supervision or business as usual: a cross-sectional survey of Swedish biomedical sciences graduate students

et al. 2021

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Background It remains unclear to what extent the SARS-CoV-2/COVID-19 pandemic disrupted the normal progression of biomedical and medical science graduate programs and if there was a lasting impact on the quality and quantity of supervision of PhD-students. To date, multiple editorials and commentaries indicate the severity of the disruption without providing sufficient evidence with quantifiable data. Methods An online survey was submitted to the administrative offices of biomedical and medical PhD-programs at eight major universities in Sweden to gauge the impact of the pandemic on the students. It consisted of multiple-choice and open-ended questions where students could provide examples of positive and/or negative supervision strategies. Open answered questions were coded as either examples of positive or negative support. Results PhD students were divided into two groups: those with improved or unchanged supervision during the pandemic (group 1, n = 185), versus those whose supervision worsened (group 2, n = 69). Group 1 received more help from supervisors and more frequent supervision via both online and alternative platforms (email/messages and telephone). There was no significant difference in educational-stage, gender or caretaking responsibilities between the groups. Conclusions It is important for the scientific community to learn how to provide the best possible supervision for PhD students during the pandemic. Our data suggests that more frequent supervision, and using a diverse array of meeting platforms is helpful. In addition, it is important for the students to feel that they have their supervisor’s emotional support. Several students also expressed that they would benefit from an extension of their PhD programs due to delays caused by the pandemic.

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Section: Students With Caretaking Responsibilitiescontrasting

confidence: 76%

Challenges in PhD education due to COVID-19 - disrupted supervision or business as usual: a cross-sectional survey of Swedish biomedical sciences graduate students

et al. 2021

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“…Online learning has its strengths and weaknesses. Students' perceptions on on-line learning are quite positive; on-line learning makes learning not monotonous only in the classroom, there is efficiency in time and materials that are easily accessible (Agarwal & Kaushik, 2020;Bal, Arslan, Budhrani, Mao, Novak, & Muljana, 2020). Besides, impacts of positive perceptions are felt by students of on-line learning that integrates ICT (Information, Communication, and Technology) (Lubis, 2018).…”

Section: Introductionmentioning

confidence: 99%

Levels of Students’ Mathematics Anxieties and the Impacts on Online Mathematics Learning

Lailiyah

Hayat

Urifah

et al. 2021

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It is widely assumed that anxieties tend to lead to low mathematics performance. The purpose of this study was to describe the levels of students’ mathematics anxieties and the impacts on mathematics learning achievement in online mathematics learning. The study was a quantitative survey. The research instrument was questionnaire consisting of four elements of physiological, cognitive, affective, and behavioral aspects. The subjects were 109 mathematics education students who were willing to be the research participants. The data were collected using mathematics anxiety questionnaires and documentation of students’ mathematics learning achievement. The data analyses used descriptive statistics and confirmatory factor analysis with structural equation modeling of the Lisrel program. The findings show that the levels of all aspects of students’ mathematics anxieties in online mathematics learning were at the moderate level. The anxiety aspects that affect students’ mathematics learning achievement in online mathematics learning were of the affective and cognitive categories, while the physiological and behavioral aspects do not affect mathematics learning achievement. A research implication is for the teacher to pay attention to the cognitive and affective aspects of the students’ mathematics anxieties.

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“…Tartavulea et al, 2020), including detecting challenges for students such as lack of digital equipment or balancing responsibilities (e.g. Adnan & Anwar, 2020;Bal et al, 2020). Another line focuses on teachers-their coping mechanisms, managing burnout risk, and transformative experiences (among others Hargreaves & Fullan, 2020;Kim & Asbury, 2020;Moss et al, 2020).…”

mentioning

confidence: 99%

A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia?

2021

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The aim of this paper is to thoroughly examine how students in Serbia experienced their education through distance learning during the 2020 Spring school closures due to the pandemic. Schoolchildren’s multigenre narratives about learning during school closure were elicited by online surveys; qualitative thematic and values analyses were conducted; and data was further analysed by cluster analysis, ANOVA, and t -tests. A total of 45 lower and upper secondary school students produced 106 narratives providing 429 thought units for analysis. Altogether, 6 themes and 26 value codes were identified. They demonstrate the wide range, complexity, and nuanced positioning of students’ experiences towards the new situation, their role in it, and the role of others i.e. teachers and the technology itself. The paper draws implications on the policy and educational-psychological and methodological level.

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The Balance of Roles: Graduate Student Perspectives during the COVID-19 Pandemic

Cited by 36 publications

References 2 publications

Challenges in PhD education due to COVID-19 - disrupted supervision or business as usual: a cross-sectional survey of Swedish biomedical sciences graduate students

Challenges in PhD education due to COVID-19 - disrupted supervision or business as usual: a cross-sectional survey of Swedish biomedical sciences graduate students

Levels of Students’ Mathematics Anxieties and the Impacts on Online Mathematics Learning

A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia?

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