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Transition to online learning during the COVID-19 pandemic

BACKGROUND: With the new pandemic reality that has beset us, teaching and learning activities have been thrust online. While much research has explored student perceptions of online and distance learning, none has had a social laboratory to study the effects of an enforced transition on student perc...

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Autores principales: Lemay, David John, Bazelais, Paul, Doleck, Tenzin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: The Authors. Published by Elsevier Ltd. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8452462/
https://www.ncbi.nlm.nih.gov/pubmed/34568640
http://dx.doi.org/10.1016/j.chbr.2021.100130
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author Lemay, David John
Bazelais, Paul
Doleck, Tenzin
author_facet Lemay, David John
Bazelais, Paul
Doleck, Tenzin
author_sort Lemay, David John
collection PubMed
description BACKGROUND: With the new pandemic reality that has beset us, teaching and learning activities have been thrust online. While much research has explored student perceptions of online and distance learning, none has had a social laboratory to study the effects of an enforced transition on student perceptions of online learning. PURPOSE: We surveyed students about their perceptions of online learning before and after the transition to online learning. As student perceptions are influenced by a range of contextual and institutional factors beyond the classroom, we expected that students would be overall sanguine to the project given that access, technology integration, and family and government support during the pandemic shutdown would mitigate the negative consequences. RESULTS: Students overall reported positive academic outcomes. However, students reported increased stress and anxiety and difficulties concentrating, suggesting that the obstacles to fully online learning were not only technological and instructional challenges but also social and affective challenges of isolation and social distancing. CONCLUSION: Our analysis shows that the specific context of the pandemic disrupted more than normal teaching and learning activities. Whereas students generally responded positively to the transition, their reluctance to continue learning online and the added stress and workload show the limits of this large scale social experiment. In addition to the technical and pedagogical dimensions, successfully supporting students in online learning environments will require that teachers and educational technologists attend to the social and affective dimensions of online learning as well.
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spelling pubmed-84524622021-09-21 Transition to online learning during the COVID-19 pandemic Lemay, David John Bazelais, Paul Doleck, Tenzin Comput Hum Behav Rep Article BACKGROUND: With the new pandemic reality that has beset us, teaching and learning activities have been thrust online. While much research has explored student perceptions of online and distance learning, none has had a social laboratory to study the effects of an enforced transition on student perceptions of online learning. PURPOSE: We surveyed students about their perceptions of online learning before and after the transition to online learning. As student perceptions are influenced by a range of contextual and institutional factors beyond the classroom, we expected that students would be overall sanguine to the project given that access, technology integration, and family and government support during the pandemic shutdown would mitigate the negative consequences. RESULTS: Students overall reported positive academic outcomes. However, students reported increased stress and anxiety and difficulties concentrating, suggesting that the obstacles to fully online learning were not only technological and instructional challenges but also social and affective challenges of isolation and social distancing. CONCLUSION: Our analysis shows that the specific context of the pandemic disrupted more than normal teaching and learning activities. Whereas students generally responded positively to the transition, their reluctance to continue learning online and the added stress and workload show the limits of this large scale social experiment. In addition to the technical and pedagogical dimensions, successfully supporting students in online learning environments will require that teachers and educational technologists attend to the social and affective dimensions of online learning as well. The Authors. Published by Elsevier Ltd. 2021 2021-08-01 /pmc/articles/PMC8452462/ /pubmed/34568640 http://dx.doi.org/10.1016/j.chbr.2021.100130 Text en © 2021 The Authors Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.
spellingShingle Article
Lemay, David John
Bazelais, Paul
Doleck, Tenzin
Transition to online learning during the COVID-19 pandemic
title Transition to online learning during the COVID-19 pandemic
title_full Transition to online learning during the COVID-19 pandemic
title_fullStr Transition to online learning during the COVID-19 pandemic
title_full_unstemmed Transition to online learning during the COVID-19 pandemic
title_short Transition to online learning during the COVID-19 pandemic
title_sort transition to online learning during the covid-19 pandemic
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8452462/
https://www.ncbi.nlm.nih.gov/pubmed/34568640
http://dx.doi.org/10.1016/j.chbr.2021.100130
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