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Broad Topic: ONLINE LEARNING Specific Title: The Effects Of Online Learning In Their Academic Performance During Covid 19-Pandemic TITLE: Psychological impacts of students on online learning during the pandemic COVID- AUTHOR: Andi Wahyu Irawan Dwisona Dwisona Mardi Lestari NAME OF THE JOURNAL/PUBLICATION: LINK: http://ejournal.radenintan.ac.id/index.php/konseli/article/view/ NOTES/IMPORTANT INFORMATION: The Indonesian government formally enforces rules of study, worship, and work from home from March 16, 2020. Minimizing and limiting meetings involving physical contact is an effort to reduce the spread of the COVID-19 virus. These conditions have implications for the effectiveness of the learning process in higher education. The purpose of this study was to identify the impact of student psychology on online learning during the COVID-19 pandemic. The research method uses a qualitative research type of phenomenology. The research subjects were 30 students of Mulawarman University who were interviewed via telephone. The research findings show that (1) students have started to get bored with online learning after the first two weeks of learning from home, (2) considerable anxiety on research subjects whose parents have low income, because they have to buy quotas to be able to participate in online learning, ( 3) mood or mood changes occur due to too many assignments and are considered ineffective by students. Suggestions and recommendations from this research are the need for severe efforts in assisting the psychological well-being of students through the involvement of counselors and psychologists.
TITLE: Student’s Perception of Online Learning during COVID Pandemic AUTHOR: Sakshi Agarwal Jaya Shankar Kaushik YEAR OF PUBLICATION: May,08, NAME OF THE JOURNAL: The Indian Journal of Pediatrics LINK: https://link.springer.com/article/10.1007/s12098-020-03327- NOTEA/IMPORTANT INFORMATION : Coronavirus pandemic has not only impacted human life but also impacted medical education and residency training all over [1]. With principles of social distancing, all face to face classes were suspended due to the ongoing COVID 19 pandemic [2]. Considering its implications on our students, an online teaching session was conducted every day for 12 d. We used a free version of Zoom which allows maximum of 100 participants and for time period of 40 min. Students’ perceptions were collected at the end of this lecture series. Feedback responses were obtained from 77 participants. Of these, 87%(67) were post-graduate students. Participants found the sessions to be relevant to their learning needs and clinical practice [n= 75 (97%)]. Majority of the participants perceived that the sessions were tailored to their level of learning [n= 76 (99%)] and found the sessions to be interesting and enjoyable [n= 72 (95%)]. All of the participants (n= 77) felt that each pediatric sub- specialty should start their classes for postgraduates, and that online classes should be made a part of the medical postgraduate curriculum. In the open comments, participants responded that these online sessions broke monotonous routine, were a good utilization of time and the material was easy to access. They felt motivated to read on those topics and it helped them not to think of COVID and sleep peacefully. Most frequent factors hindering learning were stated as limitation on the number of participants, time limitation of the sessions, and technical faults during the conduct of sessions. These shortcomings were addressed subsequently through buying advanced
TITLE: Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines AUTHOR: Jessie S. Barrot Ian I. Llenares Leo S. Del Rosario YEAR OF PUBLICATION: May,28, NAME OF JOURNAL/PUBLICATION: Education And Information Technologies LINK: https://link.springer.com/article/10.1007/s10639-021-10589-x NOTE/IMPORTANT INFORMATION: Recently, the education system has faced an unprecedented health crisis that has shaken up its foundation. Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. Although many studies have investigated this area, limited information is available regarding the challenges and the specific strategies that students employ to overcome them. Thus, this study attempts to fill in the void. Using a mixed-methods approach, the findings revealed that the online learning challenges of college students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. The findings further revealed that the COVID-19 pandemic had the greatest impact on the quality of the learning experience and students’ mental health. In terms of strategies employed by students, the most frequently used were resource management and utilization, help-seeking, technical aptitude enhancement, time management, and learning environment control. Implications for classroom practice, policy-making, and future research are discussed.
TITLE: Academic and emotional effects of online learning during the COVID- pandemic on engineering students AUTHOR: Rosó Baltà-Salvador, Noelia Olmedo-Torre YEAR OF PUBLICATION: June, 05, 2021 NAME OF JOURNAL/PUBLICATION: Education And Information Technologies LINK: https://link.springer.com/article/10.1007/s10639-021-10593- NOTE/IMPORTANT INFORMATION: The unprecedented situation of the COVID- 19 pandemic has caused the closure of universities worldwide and has forced the transition to online learning. This exceptional context compels us to understand students' experience with online learning. Previous literature identifies relevant factors that intervene in the online education experience and can affect students' academic development. One of the main concerns is the students' mental health, given the lockdown restrictions under which classes have been conducted. Furthermore, the impact of the prolonged lockdown and the pandemic fatigue on university students and their academic experience is still unclear. This study delves into engineering undergraduate students’ online education experience during the COVID-19 pandemic and its emotional impact across time. With this aim, a questionnaire was distributed to second, third, and fourth-year engineering undergraduate students at two time points, approximately six months apart. The results show significant differences in students' connection with other students and teachers, workspace conditions, and boredom between time points. Besides, the findings indicate significant correlations between academic development and quality of online classes, adaptation of the course, workspace conditions, and connection with other students and teachers, and also between students' emotions and connection with other students and teachers. Finally, the study identifies best practices carried out during online teaching that will be of value for future courses and engineering education beyond the pandemic situation, amongst which those related to effective communication with teachers stand out.
