Zoom In, Zoom Out: The Impact of the COVID-19 Pandemic in the Classroom

Jóia, Luiz Antônio; Lorenzo, Manuela

doi:10.3390/su13052531

Cited by 69 publications

(43 citation statements)

References 57 publications

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“…The study, on the one hand, had findings similar to those of other scientists that a consumer in the new COVID reality is characterized by increasing online orders of goods and services, reducing discretionary spending, and focusing on his/her own security [20,61]. On the other hand, the study proved a decrease in the commitment of buyers to introversion [19].…”

Section: Discussionsupporting

confidence: 74%

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Impact of the COVID-19 Pandemic on Online Consumer Purchasing Behavior

Ślusarczyk

Hajizada

et al. 2021

JTAER

152

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With the spread of the COVID-19 pandemic and the increasing importance of e-commerce, the study of online consumer behavior is of particular relevance. The purpose of this study was to form a methodological approach to assess the relationships and the level of influence of the factors activating the purchasing behavior of online consumers against the background of the COVID-19 pandemic. The research methodology was based on the transformation of Cattell’s questionnaire and the implementation of correlation analysis. To determine the predisposition of online consumer behavior at the time of making a purchase decision, this study used the questionnaire method. The survey was conducted among online shoppers in the top 10 countries in terms of e-commerce market growth. The scientific contribution is the proposed methodological toolkit to assess the purchasing behavior of online consumers, which identifies the most influential factors in their purchasing behavior and provides an opportunity to assess the dynamics of their activity during the study period, to identify key trends and determine changes in their behavior. The research revealed what changes in online consumer buying behavior are typical in the COVID-19 pandemic. The impact of consumer awareness and experience has increased. Online consumers have become more experienced, which has influenced the activity of their buying behavior. This study proved the shifting influence of online consumer purchasing behavior factors during the pandemic. The increasing importance of the speed of decision making by consumers when purchasing goods and services online was determined.

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Section: Discussionsupporting

confidence: 74%

“…They also reduced their discretionary costs, became more selective, and shifted to local brands [19]. Demand for digital technologies (e.g., satellite broadband and video conferencing applications) has surged [20,21].…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of the COVID-19 Pandemic on Online Consumer Purchasing Behavior

Ślusarczyk

Hajizada

et al. 2021

JTAER

152

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“…In the face of an ongoing and uncertain pandemic situation, the following shortterm recommendations for lecturers are aimed at helping to improve remote-teaching processes in order to support students in dealing with managing their university education during these challenging times [29,60]. Lecturers are recommended, where possible, to reduce computer-based assignment processing, insert more frequent breaks in classes (at least every 30-45 min), and to make teaching more interactive as well as involve students more closely.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

et al. 2021

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The COVID-19 pandemic caught societies worldwide unprepared in 2020. In Austria, after a lockdown was decreed on 16 March 2020, educational institutions had to switch to a patched-up distance learning approach, which has been largely maintained to date. This article delivers empirical insights from an interdisciplinary mixed-methods research study that investigated university students’ perceptions of and experiences with distance learning as well as their educational (home) spaces during the pandemic in Innsbruck, Austria. It combines results from a quantitative survey conducted with 2742 students in early 2021 with a qualitative multi-method and longitudinal research study that accompanied 98 students throughout four data-collection phases in 2020. Results show a significant improvement since spring 2020 with both teachers and learners adjusting to the distance learning formats and the use of digital tools, yet students urgently desired a return to face-to-face teaching and university life, particularly for its social benefits. Strikingly, more than half of the participants wanted to maintain the option of overall distance education after the pandemic. Based on the perspectives of students, it is appropriate to demand significant changes in post-pandemic education adapted to the era of the post-digital, for which this article gives short-term as well as medium-term recommendations.

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“…Face-to-face learning promotes social interaction and networking among students, which enlarges learning besides the course content. Thus, COVID-19 has necessitated a change in the skills development trajectory of students and the need to equip lecturers to appropriately guide students (Khogali, 2020;Radha et al, 2020;Joia & Lorenzo, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Lecturer Autoethnographies of Adjusting to Online Student Interactions during COVID-19

Makwembere

Matarirano

Jere

2021

RESSAT

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In 2020, the COVID-19 pandemic pushed South African historically disadvantaged institutions, that had not yet reached advanced levels of technology use in teaching and learning, to find immediate solutions to salvage the disrupted academic year. Interactions with students, which had predominantly been face-to-face, shifted to various online platforms for lecturers to adopt emergency remote teaching approaches. Most of the lecturers were unprepared or incapacitated to make the shift to online environment. Studies have looked at the online teaching and learning experiences of students and lecturers during the COVID-19 pandemic but very few have taken an autoethographic approach to their inquiry and situated experiences in historically disadvantaged institutions. In this article, as lecturers, we use autoethnographies to provide an account of adjusting to interacting with students online during national lockdowns at a historically disadvantaged institution. The Social Cognitive Theory (SCT) was applied to guide the study. This reflexive approach is valuable, as it captures professional encounters and reflections needed to understand the effects of rapid changes to teaching and learning in response to the pandemic. Given the education disparities that already existed between South African higher education institutions before COVID-19, the article contributes to the discourse on how historically disadvantaged institutions can advance higher standards of teaching and learning to serve students better. Our reflections point to the personal, technical and structural challenges of maintaining regular online interaction. Our findings show that different approaches and techniques were applied to adjust to virtual teaching and learning. As teaching and learning methodologies have the potential to ingrain social inequalities, we made recommendations on how to improve online interactions with students from historically disadvantaged contexts.

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Zoom In, Zoom Out: The Impact of the COVID-19 Pandemic in the Classroom

Cited by 69 publications

References 57 publications

Impact of the COVID-19 Pandemic on Online Consumer Purchasing Behavior

Impact of the COVID-19 Pandemic on Online Consumer Purchasing Behavior

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

Lecturer Autoethnographies of Adjusting to Online Student Interactions during COVID-19

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