Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic-A focus group study.
The COVID-19 pandemic dramatically altered the model of university education. However, the most salient challenges associated with online learning, how university students are coping with these challenges, and the impact these changes have had on students' communities of learning remain relativ...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2023-01-01
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| Series: | PLoS ONE |
| Online Access: | https://doi.org/10.1371/journal.pone.0281438 |
| _version_ | 1797843117962952704 |
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| author | Anisa Morava Anna Sui Joshua Ahn Wuyou Sui Harry Prapavessis |
| author_facet | Anisa Morava Anna Sui Joshua Ahn Wuyou Sui Harry Prapavessis |
| author_sort | Anisa Morava |
| collection | DOAJ |
| description | The COVID-19 pandemic dramatically altered the model of university education. However, the most salient challenges associated with online learning, how university students are coping with these challenges, and the impact these changes have had on students' communities of learning remain relatively unexplored. Changes to the learning environment have also disrupted existing communities of learning for both lower and upper-year students. Hence, the purpose of our study was to explore how: (1) academic and personal/interpersonal challenges as a result of COVID-19; (2) formal and informal strategies used to cope with these academic and non-academic challenges; (3) and services or resources provided by the institution, if any, affected students' communities of learning. Six focus groups of 5-6 students were conducted, with two focus groups specifically dedicated to upper and lower year students. Questions related to academic and interpersonal challenges, formal and informal coping strategies, and access to/use of university services/resources were posed. Common challenges included poor accommodation from professors and administrators; burnout from little separation school and personal life; lack of support for students transitioning out of university; and difficulties forming and maintaining social networks. These findings suggest the importance of fostering communities of learning informally and formally at universities beyond the pandemic context. |
| first_indexed | 2024-04-09T16:59:34Z |
| format | Article |
| id | doaj.art-889e6b9e9c4343f2a670ad3831b29f48 |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-04-09T16:59:34Z |
| publishDate | 2023-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-889e6b9e9c4343f2a670ad3831b29f482023-04-21T05:33:03ZengPublic Library of Science (PLoS)PLoS ONE1932-62032023-01-01183e028143810.1371/journal.pone.0281438Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic-A focus group study.Anisa MoravaAnna SuiJoshua AhnWuyou SuiHarry PrapavessisThe COVID-19 pandemic dramatically altered the model of university education. However, the most salient challenges associated with online learning, how university students are coping with these challenges, and the impact these changes have had on students' communities of learning remain relatively unexplored. Changes to the learning environment have also disrupted existing communities of learning for both lower and upper-year students. Hence, the purpose of our study was to explore how: (1) academic and personal/interpersonal challenges as a result of COVID-19; (2) formal and informal strategies used to cope with these academic and non-academic challenges; (3) and services or resources provided by the institution, if any, affected students' communities of learning. Six focus groups of 5-6 students were conducted, with two focus groups specifically dedicated to upper and lower year students. Questions related to academic and interpersonal challenges, formal and informal coping strategies, and access to/use of university services/resources were posed. Common challenges included poor accommodation from professors and administrators; burnout from little separation school and personal life; lack of support for students transitioning out of university; and difficulties forming and maintaining social networks. These findings suggest the importance of fostering communities of learning informally and formally at universities beyond the pandemic context.https://doi.org/10.1371/journal.pone.0281438 |
| spellingShingle | Anisa Morava Anna Sui Joshua Ahn Wuyou Sui Harry Prapavessis Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic-A focus group study. PLoS ONE |
| title | Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic-A focus group study. |
| title_full | Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic-A focus group study. |
| title_fullStr | Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic-A focus group study. |
| title_full_unstemmed | Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic-A focus group study. |
| title_short | Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic-A focus group study. |
| title_sort | lessons from zoom university post secondary student consequences and coping during the covid 19 pandemic a focus group study |
| url | https://doi.org/10.1371/journal.pone.0281438 |
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