Title: Covid-19 effects on education
Author: Pooja S. Negi
FYMMS B Roll No. – 103
Kohinoor Business School
Literature Review
The COVID-19 pandemic in Germany’s consequences on students’ mental health and digital medical education.
Daniel Michaeli et.al (2022) says that the COVID-19 pandemic presented new challenges and inspired new ideas for medical education. This study attempts to look at how medical school curricula have changed as a result, along with the students’ physical and emotional wellbeing. Design/methodology/approach: 549 medical students (response rate: 79.7%) from 31 of Germany’s 37 public medical schools responded to a cross-sectional online survey. Students responded to inquiries about learning, using the internet, the COVID-19, and general wellbeing. A multivariate logistic regression looked at variables related to headache, sleeplessness, and low mood. Findings: Practical activities were discontinued or abandoned (88%), while academic instruction was relocated to a virtual environment (91%). Although respondents gave positive ratings for the number, variety, and quality of virtual instruction, 35% expressed dissatisfaction with their internet connection. Students were therefore concerned about how the epidemic would affect their ability to practice medicine.
The effects of COVID on higher education range from obstacles to opportunities.
Viktor Vus et.al (2021) says that this study covers social and medical factors that have an impact on higher education systems’ operations, with a specific emphasis on how higher education institutions operated during the COVID-19 Pandemic and the “quarantine” period. This study aims to highlight these issues as a part of educational policy in the process of adapting to new living conditions during and after the quarantine period and to draw the attention of decision-makers and society at large to the significance of a focus on mental health in the higher education system. As professors at many colleges, we have observed numerous changes in our own energy and mindset as well as those of our students during the wave of changes brought on by COVID-19.
A Delphi survey on the immediate and anticipated consequences of COVID-19 found that “The lockdown of physical cooperation touches the heart of adult education.”
Nina Lichte et.al (2020) says that this article is based on the first phase of a global Delphi survey that is examining the immediate and anticipated implications of the COVID-19 pandemic on adult education and adult learning. The main goal of a Delphi research is to collectively investigate the future of a specific topic, albeit the technique of these studies might vary greatly. Between April and May 2020, the authors contacted more than 50 foreign experts in the field of adult education and requested their input through a qualitative online survey. There are significant differences as well as many cross-national similarities according to the research. It’s obvious that adult educators are still learning about the crisis’s effects, they perceive as unprecedented.
Georgian parents and school administrators’ perceptions of the COVID-19 pandemic’s effects on young children’s learning and academic behaviuor.
Jill V. Klosky et.al (2022) says that to control the spread of COVID-19, Georgia public schools launched remote learning in the spring of 2020. From the viewpoints of crucial working parents and school officials, this study investigates how remote schooling affected young children’s learning in Georgia during the early COVID-19 pandemic. METHODS: Eight school administrators and 26 crucial working parents of children in kindergarten through third grade at two rural and two urban schools in Georgia participated in a qualitative exploratory study. Focus groups, virtual interviews, and internet surveys were all used to obtain data. The context for emergent themes from the qualitative data was supplied by descriptive analysis of the demographics. RESULTS: The majority of school officials and parents noted a reduction in academic performance and student development as a result of distance learning. WI-Fi, technology, and a lack of digital literacy were frequently mentioned as obstacles to learning. The difficulties of remote learning were made worse for vulnerable group kids and their parents.
A review of the literature on the impact of COVID-19 on anxiety in college students.
Tony Jehi et.al (2022) says that the students’ mental health has suffered as a result of the Covid-19 outbreak, and worry among them is becoming more common. The goal of the review of the literature was to highlight the impact of several pandemic-related factors on this anxiety while also bringing together evidence regarding the prevalence of anxiety among higher education students during the COVID-19 pandemic.A thorough literature search was carried out using a variety of databases, including MEDLINE and PsycInfo. To find pertinent studies, use Google Scholar, ScienceDirect, Scopus, and Embase. Studies had to involve college students, assess the prevalence of anxiety, and evaluate anxiety during the Covid-19 epidemic in order to be included in this review.37 studies that examined the prevalence of anxiety among students while confined met the inclusion criteria. Authorities and higher education institutions should take steps to protect student safety as well as their physical, social, and mental well. Methods: The Covid-19 epidemic has affected pupils’ mental health and made anxiety among them more common. The goal of the review of the literature was to highlight the impact of several pandemic-related factors on this anxiety while also bringing together evidence regarding the prevalence of anxiety among higher education students during the COVID-19 pandemic.To find pertinent research, a thorough literature search was conducted using a variety of databases, including MEDLINE, PsycINFO, Google Scholar, ScienceDirect, Scopus, and Embase. Studies had to involve college students, assess the prevalence of anxiety, and evaluate anxiety during the Covid-19 epidemic in order to be included in this review.
How teacher educators transferred practicum learning online in response to the Covid-19 pandemic’s consequences on teacher education in England.
Warren Kidd et.al (2020) says that the several pre-service students had just started their final practicum when the Covid-19 outbreak forced the closure of institutions and schools in England. This study focuses on the difficulties it presented to teacher educators. The article investigates how pedagogies changed as learning communities were moved to new online places as a result of the removal of the practicum using qualitative methods and notions from spatial geography. Established procedures quickly modified as instructors displayed “pedagogic agility.” Many practices’ guiding principles and ‘intentionalities’, as well as the teacher educators’ orienting ideals, stayed the same despite the move to newly created online places. Overall, several of the creative pedagogies created at the (g) local level had a feeling of both similarity and uniqueness. In light of the settings in which this research is conducted.
EFFECTS OF INTEGRATING MOBILE DEVICES WITH UNDERGRADUATE LEARNING PROCESS ON COVID-19 AND EDUCATION.
Moyosade Omolade Oguntuase et.al (2022) says that all facets of our communities, including education, have been impacted by the Covid-19 pandemic and the subsequent social segregation laws and lockdowns. In order to keep education going, higher education institutions have had to move rapidly. As a result, online learning has never before received such a strong push, and mobile technologies are now being employed for learning. The study sample consisted of 200 undergraduate students drawn at random from Afe Babalola University’s two colleges. It was conducted using a descriptive survey research methodology. According to the report, students frequently used Telegram (67%) WhatsApp (64.5%), and Zoom (57.5%). Additionally, most students used mobile devices for their research and projects.
What needs to happen in public business schools for responsible management education (RME) following COVID-19?
Mohamed Mousa (2021) says that this research explores the likelihood of starting and/or implementing responsible management education (RME) in Egyptian public business schools following the discovery of COVID-19 using a multiple case study design. In other words, this study describes how COVID-19 affects internalising RME in the aforementioned situation. Design/methodology/approach: This investigation is qualitative. The author used a multiple-case research approach to collect data on professors who work in four of Egypt’s 25 business schools. Findings: The outcomes demonstrated that the implementation of sustainable business education in the sample institutions was unaffected by COVID-19. Additionally, several respondents went even farther and said that every effort to apply RME in Egyptian public business is slowed down by the discovery of the coronavirus.
In light of the Covid-19 outbreak, how do students view blended learning and face-to-face instruction?
Dafydd Mali et.al (2021) says that the educational institutions have been significantly impacted by Covid-19. Few research, however, have examined how students perceive face-to-face (F2F) and blended learning (BL) when Covid-19 is or is not a factor. We offer qualitative and quantitative evidence about the opinions of learners using a sample of 103/79 undergraduate learners and a mixed-method approach. The findings show that BL is viewed more favourably during the Covid-19 epidemic. When Covid is not an issue, F2F is preferred to BL. F2F learning is viewed more favourably than BL by students who believe that BL has restrictions on interactions with lecturers, group work, peer engagement, class participation, and the capacity to ask questions regarding technical topics.
Impact of COVID-19 Pandemic on Academic Performance of University Students.
Galina Ilieva et.al (2021) says that all degrees and training programmes in higher education have been impacted by the COVID-19 danger. A new reference framework for educational data processing was suggested in order to evaluate how the pandemic affected university students’ learning. The analysis of COVID-19’s effects on higher education institutions across different nations and pandemic eras is unified by the framework. It includes big data with symmetric and asymmetric information, machine learning, and multi-criteria decision making, as well as traditional statistical methods and contemporary intelligent methods. The new framework has been put to the test by analysing data from a survey of university students that was performed as part of COVID-19’s second wave at the end of 2020.
Conclusion:
The COVID-19 pandemic has brought significant challenges to the field of medical education, and this study attempts to understand how medical school curricula have changed as a result of the pandemic, along with the students’ physical and emotional wellbeing. The study found that practical activities were discontinued or abandoned, while academic instruction was relocated to a virtual environment. Although respondents gave positive ratings for the number, variety, and quality of virtual instruction, 35% expressed dissatisfaction with their internet connection. The study highlights the significance of a focus on mental health in the higher education system. The pandemic has affected students’ mental health, and anxiety among them is becoming more common. The review of literature suggests that authorities and higher education institutions should take steps to protect student safety as well as their physical, social, and mental well-being. The pandemic has also impacted teacher educators, who had to change pedagogies as learning communities were moved to new online places. Overall, the pandemic has had a significant impact on education, with institutions of higher learning having to quickly adapt to maintain education.
Reference:
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