Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.
- View all journals
- Explore content
- About the journal
- Publish with us
- Sign up for alerts
- Open access
- Published: 25 March 2023
![](http://sektorel.online/777/templates/cheerup/res/banner1.gif)
The impact of the first wave of COVID-19 on students’ attainment, analysed by IRT modelling method
- Rita Takács ORCID: orcid.org/0000-0002-0314-4179 1 ,
- Szabolcs Takács ORCID: orcid.org/0000-0002-9128-9019 2 , 3 ,
- Judit T. Kárász ORCID: orcid.org/0000-0002-6198-482X 4 , 5 ,
- Attila Oláh 6 , 7 &
- Zoltán Horváth 1
Humanities and Social Sciences Communications volume 10 , Article number: 127 ( 2023 ) Cite this article
3375 Accesses
4 Citations
1 Altmetric
Metrics details
Universities around the world were closed for several months to slow down the spread of the COVID-19 pandemic. During this crisis, a tremendous amount of effort was made to use online education to support the teaching and learning process. The COVID-19 pandemic gave us a profound insight into how online education can radically affect students and how students adapt to new challenges. The question is how switching to online education affected dropout? This study shows the results of a research project clarifying the impact of the transition to online courses on dropouts. The data analysed are from a large public university in Europe where online education was introduced in March 2020. This study compares the academic progress of students newly enroled in 2018 and 2019 using IRT modelling. The results show that (1) this period did not contribute significantly to the increase in dropout, and we managed to retain our students.(2) Subjects became more achievable during online education, and students with less ability were also able to pass their exams. (3) Students who participated in online education reported lower average grade points than those who participated in on-campus education. Consequently, on-campus students could win better scholarships because of better grades than students who participated in online education. Analysing students’ results could help (1) resolve management issues regarding scholarship problems and (2) administrators develop programmes to increase retention in online education.
Similar content being viewed by others
![online education during lockdown essay online education during lockdown essay](https://media.springernature.com/w215h120/springer-static/image/art%3A10.1057%2Fs41599-021-00725-w/MediaObjects/41599_2021_725_Fig1_HTML.png)
Applying the Rasch model to analyze the effectiveness of education reform in order to decrease computer science students’ dropout
![online education during lockdown essay online education during lockdown essay](https://media.springernature.com/w215h120/springer-static/image/art%3A10.1057%2Fs41599-023-02590-1/MediaObjects/41599_2023_2590_Fig1_HTML.png)
Online vs in-person learning in higher education: effects on student achievement and recommendations for leadership
![online education during lockdown essay online education during lockdown essay](https://media.springernature.com/w215h120/springer-static/image/art%3A10.1057%2Fs41599-024-03241-9/MediaObjects/41599_2024_3241_Fig1_HTML.png)
Medium- and long-term outcomes of early childhood education: experiences from Turkish large-scale assessments
Introduction.
During the spread of the COVID-19 pandemic, several countries closed their university buildings and switched to online education. Some opinions suggest that online education had a negative effect on dropouts because of several factors, e.g., lack of social connections, poor contact with teachers. In bachelor’s programmes—like university courses in computer science—where dropout rates were high prior to the pandemic, many questions were raised about the impact of the transition to online education.
This study focuses on the effects of the first wave of the COVID-19 pandemic on students’ dropouts and performance in Hungary. Although the manuscript addresses academic dropout, other issues such as inequality or accessibility were also covered in the research.
Theoretical background
Educational theory about student dropout in higher education.
Tinto ( 1975 ) was the first researcher who analysed the dropout phenomenon and invented the interactional theory of student persistence in higher education. He ( 2012 ) highlighted the interactions between the student and the institution regarding how well they fit in academically and socially. Interactional theories suggest that students’ personal characteristics, traits, experience, and commitment can have an effect on students’ persistence (Pascarella and Terenzini, 1983 ; Terenzini and Reason, 2005 ; Reason, 2009 ). Braxton and Hirschy ( 2004 ) also emphasized the need for community on campus as a help of social integration to develop relationships between peers because interactions with other students and faculty members crucially determine whether students persist and continue their studies or leave.
The student dropout rate has been a crucial issue in higher education in the last two decades. Attrition has serious consequences on the individual (e.g., Nagrecha et al., 2017 ) at both economic (Di Pietro, 2006 ; Belloc et al., 2011 ) and educational (Cabrera et al., 2006 ) levels. As a worldwide phenomenon, it draws the attention of policy-makers, stake-holders and academics to the necessity of seeking solutions. The dropout crisis requires complex intervention programmes for encouraging students in order to complete their studies. Addressing such a dropout crisis requires an actionable interdisciplinary movement based on partnerships among stake-holders and academics.
According to Vision 2030 studies published by the European Union, education is vital for economic development because it has a direct influence on entrepreneurship and productivity growth; at the same time, it increases employment opportunities and women empowerment. Education helps to reduce unemployment and enhance students’ abilities and skills that will be needed in the labour market. Due to students’ high attrition, the economy also suffers because experts with a degree usually contribute more to the GDP than people without (Whittle and Rampton, 2020 ).
A comparative analysis of past studies has been conducted in order to identify various causes of students’ dropout. Students’ performance after the first academic year is a topic of significant interest: the lack of students' engagement in academic life and their unpreparedness are mainly responsible for dropout after the first highly crucial period. However, further studies are necessary to better understand this phenomenon.
The characteristics of online education and its effect on dropout
Online education had already existed before the COVID-19 pandemic and had had a vast literature because online courses had been playing an important role in higher education. Online education has its own benefits, e.g., it enables students to work from the comfort of their homes with more convenient, accessible materials. In recent years, numerous investigations have been performed on how to increase the motivation of students by making them feel engaged during the learning processes (Molins-Ruano et al., 2014 ; Jovanovic et al., 2019 ). The other benefit is “humanizing”, which is an academic strategy that looks for solutions to improve equity gaps by recognizing the fact that learning situations are not the same for everyone. The aim of humanizing education is to remove the affective and cognitive barriers which appear during online learning and to provide a technique in higher education towards a more equitable future in which the success of all students is supported (Pacansky-Brock and Vincent-Layton, 2020 ). Humanizing online STEM courses has specific significance because creating such academic pathways can especially help the graduation of vulnerable, for example, non-traditional students. The definition of a non-traditional student belongs to Bean and Metzner ( 1985 ), who distinguished students by different characteristics. Non-traditional students are not on-campus students (but they can participate in online education), who are usually aged 24 years or older, and dominantly have a job and/or a family. Non-traditional students have less interaction with other participants in education, and they are much more influenced by other factors, e.g., family or other external responsibilities. Financial factors, family attitudes and external incentives can also influence dropout. The dropout model for non-traditional university students highlights that underperforming students are likely to leave the institution. Carr ( 2000 ) (in Rovai, 2003 ) noticed that persistence in online courses is regularly 10–20% lower than in on-campus courses. The dropout rate differs from institution to institution: some reports claim that 80% of students graduated, whereas other findings show that less than 50% of students completed their courses. Humanizing recognizes that engagement and accomplishment are the key factors in students’ success. Engagement and achievement are social constructs created through students’ experience. Teachers can help students to socialize and adapt to the academic environment by using humanizing practices like a liquid syllabus. Stommel ( 2013 ) also considers that hybrid pedagogy is a useful tool in order to support students’ learning because it helps teachers to implement new learning activities and facilitate collaboration among students.
Despite the various benefits that online education has, the success of students depends on the student’s capacity to independently and effectively engage in the learning process (Wang et al., 2013 ). Online learners are required to be more autonomous, as the exceptional nature of online settings relies on self-directed learning (Serdyukov and Hill, 2013 ). It is therefore especially critical that online learners, compared to their conventional classroom peers, have the self-generated capacity to control and manage their learning activities.
Online education also needs extra attention because the dropout rate is high in online university programmes. Students in online courses are more likely to drop out (Patterson and McFadden, 2009 ; in Nistor and Neubauer, 2010 ). Numerous studies reported much higher dropout rates than in the case of on-campus courses (Willging and Johnson, 2019 ; Levy, 2007 ; Morris et al., 2005 ; Patterson and McFadden, 2009 ; in Nistor and Neubauer, 2010 ). Many factors that lead to dropout were examined in the past. During online courses, students are less likely to form communities or study groups and the lack of learning support can lead to isolation. Consequently, demotivated students who were dedicated to their chosen major, in the beginning, may decide to drop out. Fortunately, there are different ways to support students who study in an online setting depending on their various psychological attributes. These psychological attributes that are connected to dropout have already been examined. One of the most noticeable hypothetical models of university persistence in online education was proposed by Rovai ( 2003 ). He claims that dropout depends on students’ characteristics e.g., learning style, socioeconomic status, studying skills, etc. Besides these factors, the method of education also has an impact on students’ decisions on whether they complete the course or drop out.
It is vital to distinguish the online education that was introduced as a consequence of the COVID-19 lockdown, when universities were forced to move their education to fully online platforms because online education had already existed in some educational institutions.
The COVID-19 pandemic and its effect on education: Inequalities in home learning and colleges’ provision of distance teaching during school closure of the COVID-19 lockdown
The lives of millions of college students were affected not only by the health and economic implications of the COVID-19 pandemic but also by the closure of educational institutions. Home and academic environments were interlaced, and most institutions were caught unprepared. In this article, we examine the effects of the transition to online learning in areas such as academic attainment.
There are several debates on the effectiveness of moving to online education. Since currently there is little literature about the COVID-19 pandemic in relation to how it affects dropouts at universities, it is worth discussing it in order to have an overview of recent studies on students’ performance. The learning environment changed radically during the first wave of the pandemic in the spring semester of 2020. The transition to home learning and teaching in such a short time without any warning or preparation raised concerns and became the focus of attention for researchers, teachers, policymakers, and all those interested in the educational welfare of students.
A potential learning loss was anticipated, possibly affecting students’ cognitive gains in the long term (Andrew et al., 2020 ; Bayrakdar and Guveli, 2020 ; Brown et al., 2020 ); in fact, an increasing number of studies suggested that the lockdown might have far-reaching academic consequences (Bol, 2020 ). In general, results suggest that students’ motivation was substantially affected by the COVID-19 pandemic and that academic and relational changes were the most notable sources of stress on both the students’ side (e.g., Rahiem, 2021 ) and the teachers’ side (e.g., Abilleira et al., 2021 ; Daumiller et al., 2021 ). Engzell et al. ( 2021 ) examined nearly 350,000 students’ academic performance before and after the first wave of the pandemic in the Netherlands. Their results suggest that students made very little development while learning from home. Closures also had a substantial effect on students’ sense of belonging and self-efficacy. Academic knowledge loss could be even more severe in countries with less advanced infrastructure or a longer period of college closures (OECD, 2020 ).
Many researchers started to examine the effects of the COVID-19 pandemic on university students’ mental health and academic performance. Clark et al. ( 2021 ) claim that university students are increasingly considered a vulnerable population, as they experience extremely high levels of stress. They draw attention to the fact that students might suffer more from learning difficulties. Daniels et al. ( 2021 ) used a single survey to collect retrospective self-report data from Canadian undergraduate students ( n = 98) about their motivation, engagement and perceptions of success and cheating before COVID-19, which shows that students’ achievements, goals, engagement and perception of success all significantly decreased, while their perception of cheating increased (Daniels et al., 2021 ). Other studies claim that during the COVID-19 pandemic, students were more engaged in studying and had higher perceptions of success. Studies also show that teachers’ strategies changed as well because of the lack of interaction between teachers and students, which led to the fact that students experienced more stress and were more likely to have difficulties in following the material presented and it could be one of the reasons for poor academic performance. Mendoza et al. ( 2021 ) investigated the relationships between anxiety and students’ performance during the first wave of the pandemic among college students. Anxiety regarding learning mathematics was measured among mathematics students studying at the Universidad Nacional de Chimborazo (UNACH) during the autumn semester of the academic year 2020. The total sample contained 120 students, who were studying the subject of mathematics at different levels. The results showed that there were statistically significant differences in the understanding of the contents presented by the teachers in a virtual way. During the COVID-19 pandemic the levels of mathematical anxiety increased. Teaching mathematics at university in an online format requires good quality digital connection and time-limited submission of assignments. This study draws attention to the negative result of the pandemic, i.e. the levels of anxiety might be greater during online education and not only in mathematics education but also in other subjects. Thus it could have an effect on students’ academic performance. However, the results are contradictory to what Said ( 2021 ) found, i.e. there was no difference in students’ performance before and during the COVID-19 pandemic. In their empirical study, they investigated the effect of the shift from face-to-face to online distance learning at one of the universities in Egypt. They compared the grades of 376 business students who participated in a face-to-face course in spring 2019 and those of 372 students who participated in the same course fully online in spring 2020 during the lockdown. A T -test was conducted to compare the grades of quizzes, coursework, and final exams of the two groups. The results suggested that there was no statistically significant difference. Another interesting result was that in some cases students had a better performance during the COVID-19 pandemic. At a large public university in Spain, Iglesias-Pradas et al. ( 2021 ) analysed the following instruction-related variables: class size, synchronous/asynchronous delivery of classes, and the use of digital supporting technologies on students’ academic performance. The research compared the academic results of the students during the COVID-19 pandemic with those of previous years. Using quantitative data from academic records across all ( n = 43) courses of a bachelor’s degree programme, the study showed an increase in students’ academic performance during the sudden shift to online education. Gonzalez et al. ( 2020 ) had similar results. Their research group analysed the effects of COVID-19 on the autonomous learning performance of students. 458 students participated in their studies. In the control group, students started their studies in 2017 and 2018, while in the experimental group, students started in 2019. The results showed that there was a significant positive effect of the COVID-19 lockdown on students’ performance: students had changed their learning strategies and improved their efficiency by studying more continuously. Yu et al. ( 2021 ) found similar results. They used administrative data from students’ grade tracking systems and found that the causal effects of online education on students’ exam performance were positive in a Chinese middle school. Taking a difference-in-differences approach, they found that receiving online education during the COVID-19 lockdown improved students’ academic results by 0.22 of a standard deviation (Yu et al., 2021 ).
Currently, there is little literature about COVID-19 in relation to how it affects students’ performance at universities, so it is worth discussing this aspect as well.
Teachers’ approach to their grading strategies and shift to online education during the COVID-19 lockdown
There is a vast literature on the limits of the capacities and challenges of online education (Davis et al., 2019 ; Dumford and Miller, 2018 ; Palvia et al., 2018 ). The lockdown during the COVID-19 pandemic created new challenges for teachers all over the world and called for innovative teaching techniques (Adedoyin and Soykan, 2020 ; Gamage et al., 2020 ; Paudel, 2020 ; Peimani and Kamalipour, 2021 ; Rapanta et al., 2020 ; Watermeyer et al., 2021 ). These changes had undoubtedly profound impacts on the academic discourse and everyday practices of teaching. Teachers’ motivations for maintaining effective online teaching during the lockdown were diverse and complex, and therefore, learning outcomes were difficult to be guaranteed. Yu et al. ( 2021 ) examined how innovative teaching could be continued during the COVID-19 pandemic, particularly by learning domain-specific knowledge and skills. The results confirmed that during the lockdown teachers who had studied online teaching methods improved their teaching skills and ICT (information and communication technology) efficacy.
Burgess and Sievertsen ( 2020 ) claim that due to the COVID-19 lockdown, educational institutions might cause major interruptions in students’ learning process. Disruption appeared not only in elaborating new knowledge but also in assessment. Given the proof of the significance of exams and tests for learning, educators had to consider postponing rather than renounce assessments. Akar and Coskun ( 2020 ) found that innovative teaching had a slight but positive relationship with creativity. From their point of view, it was not necessarily a consequence of shifting offline teaching to online platforms. Innovative teaching and digital technology were not granted and their impact on student’s performance or teachers’ grading practices is still unclear. The present research aimed to analyse students’ attainment during the COVID-19 pandemic by using student performance data. We focused on the relationship between participation in online courses and dropout decisions, which is connected to teachers’ grading. Examining how grades changed during the lockdown could give us an interesting insight into the educational inequality caused by online education regarding the scholarship system based on student’s grades.
Research questions
We know very little about the effects of transitioning to online education on student dropout and teachers’ grading practices. Even less information is available on the relationship between COVID-19 and dropout, so it is worth a discussion due to the existing controversial and interesting studies on students’ performance. This article gives a suggestion on how the scholarship system could be changed and how we could avoid inequality caused by online education. There is a scholarship system in Hungary that provides financial support to full-time programme students, based on their academic achievement.
Another issue we discuss in this article is dropping out from university programmes, which is a crucial issue worldwide. Between 2010 and 2016 at a large public university in Europe (over 30,000 students) the overall attrition rate is 30%, with the Faculty of Informatics having the worst results (60%) but nowadays these figures are more promising (30|40%). These days at least 800,000 computer scientists may be needed in Europe (Europa.eu, 2015 ), but it seems to be a worldwide issue (Borzovs et al., 2015 ; Ohland et al., 2008 ) to retain students.
This study focuses on the effects of the first wave of the COVID-19 pandemic on students’ dropout and performance in Hungary. Although the manuscript addresses academic dropout, other issues such as inequality or accessibility are also covered in the research. The aim of the paper is therefore to investigate the following questions:
It is inconclusive whether the COVID-19 pandemic had negative effects on students’ performance, which is why we claim that
Hypothesis 1: There is a significant difference in grade point averages between students who participated in online education and those in on-campus education in the second semester of their studies.
Academic achievement (in both traditional and online learning settings) can be measured by accomplishing a specific result in an online assignment and is commonly expressed in terms of a grade point average (GPA; Lounsbury et al., 2005 ; Richardson et al., 2012 ; Wang, 2010 ). According to meta-analyses, GPA is one of the best predictors of dropout (Richardson et al., 2012 ; Broadbent and Poon, 2015 ).
Hypothesis 2: In some subjects (Basic Mathematics practice, Programming, Imperative Programming lecture + practice, Functional Programming, Object-oriented Programming practice + lecture, Algorithms and Data Structures lecture + practice, Discrete Mathematics practice and Analysis practice), it was easier to obtain a passing grade in online education.
Hypothesis 3: More of the students who participated in online education dropped out than those who received on-campus education.
Difficulty and differential analysis of subjects
In the examined higher education system, a BSc programme has six semesters and every subject is graded on a five-point scale, where 1 means fail, and grades from 2 to 5 mean pass, with 5 being the best grade. In the analysis only the final grades were counted in each subject. It is important to see that in order to achieve better grades (or obtain sufficient knowledge), a subject really needs differentiation. It is worth examining the subjects of the various courses because—although there are grades—there is some kind of expected knowledge or skill that the subject should measure. Students are expected to develop these competencies or at least reach an expected level by the end of the semester. To find out whether this kind of competency actually exists (and was developed during online education) and whether the subjects measure this kind of competency, Item Response Theory (IRT) analysis was used to examine the subjects included in the computer science BSc programme. The aim of IRT analysis modelling is to bring the difficulty of the subjects and the ability of the students to the same scale (GRM, Forero and Maydeu-Olivares, 2009 ; Rasch, 1960 ). We had already successfully applied a special IRT model in order to analyse the effects of a student retention programme. In order to prevent student dropout, in a large public university in Europe, a prevention and promotion programme was added to the bachelor’s programme and an education reform was also implemented. In most education systems students have to collect 30 credits per semester by successfully completing 8|10 subjects. We conducted an analysis using data science techniques and the most difficult subjects were identified. As a result, harder subjects were removed, and more introductory courses were built into the curriculum of the first year. A further action—as an intervention—was added to a computer science degree programme: all theoretical lectures became compulsory to attend. According to the results, the dropout level decreased by 28%. The most important benefit of the education reform was that most subjects had become accomplishable (Takács et al., 2021 ). Footnote 1
Hypothesis 1 claims that the online transition due to COVID-19 during the second semester of the 2019 academic year did not result in a change in the requirement system of the subjects. Hypothesis 2 claims that essentially the same expectations were formulated by teachers. In contrast, the way teachers evaluate students necessarily changed. A subject with a given difficulty could be passed by a student with the same ability level with a given probability. Obviously, all subjects that had been less difficult were more likely to be correctly passed than more difficult subjects. The analysis was performed using the IRT, based on the STATA15 software package.
In the study, 862 students were involved in the bachelor’s computer science programme. There were 438 (415) students who started on-campus education in 2018 and 447 students who started on-campus education in 2019, but from March 2020 they participated in online education (Table 1 ). Table 1 shows the result of Hypothesis 1: The grade point average of students who participated in online education (2.5) was lower than that of students who participated in on-campus education (3.3). Table 1 also shows that 447 students participated in online education and only 19 dropped out; 438 students started on-campus education and 50 dropped out. We can conclude that there was no significant difference between students’ dropping out who participated in online education and those who received on-campus education (Hypothesis 3). Note: We can conclude that the grade point average of students who participated in online education (2.5) was lower than that of students who participated in on-campus education (3.3) (Hypothesis 1). On the other hand, there was no significant difference between the drop-out rate of students’ who participated in online education and that of those who received on-campus education (Hypothesis 3). These case numbers make it unnecessary to apply any statistical evidence because the result is obvious.
The subjects were examined by fitting a 2-parameter IRT model to them (scale 1–5 with grades, assuming an ordinal model using the STATA15 programme). ‘Grades’ mean the final grade of the subjects. The STATA15.0 software package was used for the analysis, and the Graded Response Model version of the Ordered item models was chosen from the IRT procedures (GRM; Forero and Maydeu-Olivares, 2009 ).
During the procedure, we examined two parameters: the difficulty of the items and the slope. We took into account those subjects for which the subject matter of the subject remained the same over the years, or the exams did not change substantially (exam grade, according to the same assessment criteria). However, it is important to note that obviously, not the same students completed the assignments each year.
The study involved the following subjects (only professional subjects were considered):
Mathematical Foundations
Programming
Computer Systems lecture+practice
Imperative Programming
Functional Programming
Object-oriented Programming lecture + practice
Algorithms and Data Structures I. lecture
Algorithms and Data Structures I. practice
Discrete Mathematics I. lecture
Discrete Mathematics I. practice
Analysis I. L
Analysis I. P
Examination of slope and difficulty coefficients
In this section, we examine Table 2 . As a first step, it is crucial to understand the slope indices of the given objects in different years, whether they change from one year to another. Table 2 shows the result of Hypothesis 2: In most subjects (Basic Mathematics practice, Programming, Imperative Programming lecture + practice, Functional Programming, Object-oriented Programming practice+lecture, Algorithms and Data Structures lecture + practice, Discrete Mathematics practice, and Analysis practice), it was easier to obtain a passing grade in online education.
Two parametric procedures were applied: each subject has a difficulty index and a slope.
While if the student’s ability falls short of the difficulty, the denominator of the fraction will increase, so the probability that the student will be able to pass the exam will increase—they will earn a good grade (Fig. 1 ).
![online education during lockdown essay figure 1](https://media.springernature.com/lw685/springer-static/image/art%3A10.1057%2Fs41599-023-01613-1/MediaObjects/41599_2023_1613_Fig1_HTML.png)
Difficulty levels of the subjects in 2018 and 2019 academic year.
Instead of introducing the whole subject network, we introduce a typical subject that was analysed using the IRT. The analyses of the subject of Discrete Mathematics enable us to adequately illustrate the classic phenomenon that arose. The complete analysis of the subjects can be found in Table 2 .
The period before 2019 and after 2019 are shown separately in the table, as at the beginning of 2020 the lockdown took place when online education was introduced to all students so it had an impact on academic achievement. We presupposed that it had manifested itself in the subjects’ completing difficulty and in their ability to differentiate.
Discrete mathematics I. practice
As far as the Discrete Mathematics subject is regarded, we can observe a slope of high value above 3 (sometimes 4) before and after 2019, which means that the subject had strong differentiating abilities both before and after the COVID-19 pandemic.
There is a debate in the literature on how the performance of students changed during online education. Whereas Said ( 2021 ) found no difference in students’ performance before and during the COVID-19 pandemic, the study by Iglesias-Pradas et al. ( 2021 ) showed an increase in students’ academic performance in distance education. Gonzalez et al. ( 2020 ) predicted better results during online education than in the case of on-campus education. This study partly confirmed their result because more students tried taking the exams. However, they could not perform better as predicted by Gonzalez et al. ( 2020 ) because among computer science students those who participated in online education obtained lower grade point averages than those who participated in on-campus education. According to our results, grade point averages differed substantially between the two examined groups (Hypothesis 1). It can be seen that there are no significant differences in the study groups in terms of dropout after the first year of studies, and the number of students affected was not substantially higher/lower. There are no significant differences in dropout rates between students participating in on-campus or online education (Hypothesis 3).
The result above is crucial; however, the implications and prospective steps based on this result are even more important.
It can be seen that with the introduction of online education, more teaching and learning strategies became available for certain subjects. Teachers’ grading strategies as well as their intentions when giving grades can be assumed as the possible reasons behind the grades. These strategies on both sides (teachers’ and students’) may have appeared during online education.
There were basically two types of changes regarding the grades for the different subjects:
The difficulty associated with the particular grade of the subject in online education decreased for each value on a scale of 1–5 for a given subject (Hypothesis 2). This means that even failing (grade 1) was easier (students preferred to try the exam even if they were unprepared), or even obtaining other passing grades was easier, too. It should be noted that the examined phenomenon cannot have a negative slope (typically not 0), because a slope of 0 means that there is ½ of a probability (regardless of ability) that a student passes a given exam. Fortunately, this is not the case, so we can assume that all slopes are positive.
(a) Behind this strategy, in the case of grade 1, it can be assumed that in online education students’ general strategy was to register for the exam and try it even if unprepared in contrast to the on-campus student who would not take the exam if s/he was unprepared.
(b) It seems that it became easier to obtain a passing grade. Behind this phenomenon, strategies can be assumed from both faculty members' and students’ sides. In case of failing the exam, it makes no sense to talk about the strategy of the teacher, because the teacher was more likely to give a passing grade or even a better grade for less knowledge. In general, the thresholds for obtaining the grade were lower in all cases. This could have been illustrated by the following subjects: Basic Mathematics practice, Programming, Imperative Programming lecture + practice, Functional Programming, Object-oriented Programming practice + lecture, Algorithms and Data Structures lecture + practice, Discrete Mathematics practice and Analysis practice.
Analysing further the subjects by IRT modelling, we saw that it was easier to obtain lower grades (grades 1, 2 and 3). However, in the case grade 4 or 5, it appears that it was more difficult to obtain them due to the prevalence of the higher requirements of the subjects.
(a) The insufficient grades’ (i.e. grade 1) lower level of difficulty (shown by the IRT model) clearly showed that there was no substantial difference in this respect compared to obtaining insufficient grades during the on-campus or online education period.
(b) The results showed that obtaining good grades (4 or 5) became more difficult during online education. It can be assumed that students participating in online education require some kind of help from education management in order to compensate for the disadvantages posed by distance learning because they got worse grades and worse average grade points as compared to on-campus students.
In the following, we examine what strategies faculty members and students may apply considering the difficulty of each grade of the subjects (left column of Table 2 ) showed a decreasing trend.
From the students’ point of view, isolation could result in students being involved in studying more effectively. Consequently, the time spent on the elaboration of the subjects may increase (Wang et al., 2013 ) compared to in-class education and by using available materials, textbooks, practice assignments, students could devote extra energy to subjects, which may result in better exam grades.
From the teachers’ point of view, teachers might want to offer some ‘compensation’ at exams due to non-traditional teaching. In light of this, they are likely to ask a ‘slightly easier’ question, adapt them to the practice tasks, or even lower the exam requirements, e.g., lowering the score limits by 1-2 points more favourable, or accepting answers that would not be accepted in other circumstances.
Note that these two strategies may have been present at the same time: the teacher perceived increased student contribution during the semester, for example, greater activity in online classes, and therefore, provided them with some reward by giving better final grades after taking into consideration their overall performance during the semester.
Please note that both narratives could appear at the same time.
It is also important to see that although grade point averages shifted, the shift was not necessarily drastic, and dropout rates did not improve. It may also be legitimate that there were individual characteristics that caused the difference in the grade point average.
From the student’s point of view, it could also mean that they were prepared in the same way in online education as in in-class education for exams. However, the same strategy did not necessarily result in better grades in the upper segment (obtaining 4 or 5).
The teacher determined the minimum level of requirements, either for mid-term achievements or final assignments and communicated it clearly to the students. How to obtain a passing grade was clear to the students. However, how to obtain good and excellent grades would have required more serious preparation and self-directed learning in online settings.
It is important to see that subjects, where it was more difficult to obtain better grades, were mainly theoretical ones (e.g.: lectures). They were tested mostly by oral exams where it was not possible to use additional materials, they had to answer directly to the questions. In this respect, teachers’ explanations, for example, could lead to very serious shortcomings in the case of knowledge transfer as well as the transfer of the same levels of the previous examination systems. This could result in lower achievement in areas where teachers’ explanations would have been necessary. Students had a harder time bridging the online-offline gap.
Education management issues
In the higher education system analysed, students receive a scholarship according to their grade point average achievement. It is calculated based on the average of the final grades received at the end of the semester and the credits earned. It is worth considering that for online systems, credit-weighted averages will not necessarily show students’ real knowledge. This also results in serious problems when it comes to rewarding students’ performance with a scholarship, where multiple types of educational models may conflict.
This is because whether students can successfully complete a subject differs greatly in an online education system but subjects seem to have become fundamentally easier.
Thus, different education systems (in-class education and online education) can lead to different grading results, so it is not advisable to apply the same scholarship system because it can be fundamentally unfair (some fields can become easier or more difficult).
The results of this study imply that COVID-19 had various effects on the education sector. The results are discussed in connection with the introduction of online education during the COVID-19 pandemic in terms of dropouts. The teachers who were involved in this study were the same during online education and on-campus education. This is the reason why we can conclude that the results also seem to suggest that teachers tried to compensate for the negative effects of the pandemic by bringing in pedagogical strategies aimed at ensuring that students could more easily obtain passing grades in examinations. Similarly, according to Mendoza et al. ( 2021 ), the failures of online education had a direct impact on student’s performance and learning.
This study found that students achieved better results during in-class education, which offers interesting implications for teaching practice. The results suggest that organizational support and flexible structures are needed in order to adapt teaching to the new circumstances set by the crisis. Higher education institutions should pay careful attention to developing students’ skills as well as to seeking ways to quickly respond to environmental changes while sustaining the delivery of high-quality education.
In the literature review, contradictory results were found for students’ performance during online education; therefore, this result contends previous literature and should be further explored.
A substantial difference in grade point averages can be found between the two examined groups. The first hypothesis was confirmed: students who participated in on-campus education obtained better grade point averages than students of online education. The teachers declared the minimum level of requirement and communicated it to the students quite clearly. It is a thought-provoking result that for online education, credit-weighted grade point averages would not necessarily show real knowledge well.
The second hypothesis was also proved because some subjects became easier to pass in online education, at least obtaining a passing grade. Online education facilitated students’ strategies e.g., creating an agenda of studying was essential to maintain effective and continuous learning.
The third hypothesis was not confirmed because significant differences in dropout rates were not found between the students who participated in online education and on-campus education. The dropout rate remained nearly unchanged between students who participated in online education (19 students dropped out), and students who participated in on-campus education (50 students dropped out). Introducing online education was effective or at least not harmful in terms of dropout because the dropout rate remained unchanged, compared to the previous year.
The results suggest that regarding dropout rates, there was no significant difference between online and on-campus education. The result suggests several assumptions: e.g.: the teachers had been more indulgent, as they also found it more difficult to communicate effectively during the COVID-19 period and were less able to apply with traditional methods. The process of knowledge transfer moved to online platforms and a different kind of interaction could be applied to rely on the online education system.
Limitations of the study and future research
This study proposed research clarifying the impact of the transition to online courses on dropout. The results show that this period did not contribute significantly to the increase in dropouts. Subjects became more achievable during online education. Students who participated in online education reported lower average grade points than students who participated in on-campus education. Consequently, on-campus students could win better scholarships than students who participated in online education because of better grades.
Several other factors e.g., whether students have met in person in the past, could affect the dropout and grade point averages which were not taken into consideration in this research. In the future, it is recommended to measure students’ current level of knowledge, how much they can adapt to online education, and how they would react in the next similar crisis.
Even though this study presents interesting results, the authors believe that the conclusions derived from them should be interpreted carefully. It allows both researchers and teachers to develop further methods to examine students’ strategies in online education during the COVID-19 period. Future research should be extended with additional variables. Data analysis techniques should also be taken into consideration in order to evaluate the academic profile of students who dropped out in previous years. Limitations include that analysis does not entirely reflect the true engagement of students in the education system because only the first two semesters were examined.
The results of this study open new lines of similar research. It is hoped that other researchers will consider examining the potential impact of COVID-19 on educational planning and scholarship systems. The results of this study can further be validated by considering a wider study that would collect both quantitative and qualitative data to give a deeper understanding of the effects of this epidemic.
Data availability
The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
For a detailed explanation of the method see Takács et al. ( 2021 ).
Abilleira MP, Rodicio-García M-L, Ríos-de Deus MP, Mosquera-González MJ (2021) Technostress in Spanish University teachers during the COVID-19 pandemic. Front Psychol 12. https://doi.org/10.3389/fpsyg.2021.617650
Adedoyin OB, Soykan E (2020) Covid-19 pandemic and online learning: the challenges and opportunities. Interact Learn Environ 1–13. https://doi.org/10.1080/10494820.2020.1813180
Akar I, Karabulut Coskun B (2020) Exploring the relationship between creativity and cyberloafing of prospective teachers. Think Skills Creativity 38:100724. https://doi.org/10.1016/j.tsc.2020.100724
Article Google Scholar
Andrew A, Cattan S, Costa-Dias M, Farquharson C, Kraftman L, Krutikova S, Phimister A, Sevilla A (2020) Learning during the lockdown: real-time data on children’s experiences during home learning. Institute for Fiscal Studies, London
Google Scholar
Bean JP, Metzner BS (1985) A conceptual model of nontraditional undergraduate student attrition. Rev Educ Res 55(4):485–540. https://doi.org/10.2307/1170245 . JSTOR
Bayrakdar S, Guveli A (2020) Inequalities in home learning and schools’ provision of distance teaching during school closure of COVID-19 lockdown in the UK. ISER Working Paper Series, No. 2020-09. University of Essex, Institute for Social and Economic Research (ISER), Colchester
Belloc F, Maruotti A, Petrella L (2011) How individual characteristics affect university students drop-out: a semiparametric mixed-effects model for an Italian case study. J Appl Stat 38(10):2225–2239. https://doi.org/10.1080/02664763.2010.545373
Article MathSciNet MATH Google Scholar
Bol T (2020) Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. https://osf.io/preprints/socarxiv/hf32q . Accessed 10 Nov 2021
Borzovs J, Niedrite L, Solodovnikova D (2015) Factors affecting attrition among first year computer science students: the case of University of Latvia. In: Edmund Teirumnieks (ed) Proceedings of the international scientific and practical conference on environment, technology and resources, Rezekne Academy of Technologies, vol 3. p. 36
Braxton JM, Hirschy AS (2004) Reconceptualizing antecedents of social integration in student departure. In: Yorke M, Longden B (Eds.) Retention and student success in higher education. MPG Books, Bodmin, Great Britain, pp. 89–102
Broadbent J, Poon WL (2015) Self-regulated learning strategies & academic achievement in online higher education learning environments: a systematic review. Internet High Educ 27:1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Brown N, Te Riele K, Shelley B, Woodroffe J (2020) Learning at home during COVID-19: effects on vulnerable young Australians. Independent rapid response report. University of Tasmania, Peter Underwood Centre for Educational Attainment, Hobart
Burgess S, Sievertsen HH (2020) Schools, skills, and learning: the impact of COVID-19 on education, VoxEu.org. https://voxeu.org/article/impact-covid-19-education . Accessed 11 Nov 2021
Cabrera L, Bethencourt JT, Pérez PA, Afonso MG (2006) El problema del abandono de los estudios universitarios. Rev Electrón Invest Eval Educ 12:171–203
Carr S (2000) As distance education comes of age, the challenge is keeping the students. Chron High Educ 46:23
Clark AE, Nong H, Zhu H, Zhu R (2021) Compensating for academic loss: online learning and student performance during the COVID-19 pandemic. China Econ Rev 68:101629. https://doi.org/10.1016/j.chieco.2021.101629
Article PubMed PubMed Central Google Scholar
Daniels LM, Goegan LD, Parker PC (2021) The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions. Soc Psychol Educ 24(1):299–318. https://doi.org/10.1007/s11218-021-09612-3
Daumiller M, Rinas R, Hein J, Janke S, Dickhäuser O, Dresel M (2021) Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality. Comput Hum Behav 118:106677. https://doi.org/10.1016/j.chb.2020.106677
Davis NL, Gough M, Taylor LL (2019) Online teaching: advantages, obstacles and tools for getting it right. J Teach Travel Tour 19(3):256–263. https://doi.org/10.1080/15313220.2019.1612313
Di Pietro G (2006) Regional labour market conditions and university dropout rates: evidence from Italy. Reg Stud 40(6):617–630. https://doi.org/10.1080/00343400600868770
Dumford AD, Miller AL (2018) Online learning in higher education: exploring advantages and disadvantages for engagement. J Comput High Educ 30(3):452–465. https://doi.org/10.1007/s12528-018-9179-z
Engzell P, Frey A, Verhagen MD (2021) Learning loss due to school closures during the COVID-19 pandemic. Proc Natl Acad Sci USA 118(17). https://doi.org/10.1073/pnas.2022376118
Europa.eu. (2015) European Commission—Press release—Commission says yes to first successful European Citizens’ Initiative. Resource document. https://ec.europa.eu/commission/presscorner/detail/en/IP_14_277 . Accessed 5 Nov 2020
Forero CG, Maydeu-Olivares A (2009) Estimation of IRT graded response models: limited versus full information methods. Psychol Methods 14(3):275–299. https://doi.org/10.1037/a0015825
Article PubMed Google Scholar
Gamage KAA, Silva EKde, Gunawardhana N (2020) Online delivery and assessment during COVID-19: safeguarding academic integrity. Educ Sci 10(11):301. https://doi.org/10.3390/educsci10110301
Gonzalez T, de la Rubia MA, Hincz KP, Comas-Lopez M, Subirats L, Fort S, Sacha GM (2020) Influence of COVID-19 confinement on students’ performance in higher education. PLoS ONE 15(10):e0239490. https://doi.org/10.1371/journal.pone.0239490
Article CAS PubMed PubMed Central Google Scholar
Iglesias-Pradas S, Hernández-García Á, Chaparro-Peláez J, Prieto JL (2021) Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: a case study. Comput Hum Behav 119:106713. https://doi.org/10.1016/j.chb.2021.106713
Jovanovic J, Mirriahi N, Gašević D, Dawson S, Pardo A (2019) Predictive power of regularity of pre-class activities in a flipped classroom. Comput Educ 134:156–168. https://doi.org/10.1016/j.compedu.2019.02.011
Levy Y (2007) Comparing dropouts and persistence in e-learning courses. Comput Educ 48(2):185–204. https://doi.org/10.1016/j.compedu.2004.12.004
Lounsbury JW, Huffstetler BC, Leong FT, Gibson LW (2005) Sense of identity and collegiate academic achievement. J College Student Dev 46(5):501–514. https://doi.org/10.1353/csd.2005.0051
Mendoza D, Cejas M, Rivas G, Varguillas C (2021) Anxiety as a prevailing factor of performance of university mathematics students during the COVID-19 pandemic. Educ Sci J 23(2):94–113. https://doi.org/10.17853/1994-5639-2021-2-94-113
Molins-Ruano P, Sevilla C, Santini S, Haya PA, Rodríguez P, Sacha GM (2014) Designing videogames to improve students’ motivation. Comput Hum Behav 31:571–579. https://doi.org/10.1016/j.chb.2013.06.013
Morris LV, Wu S-S, Finnegan CL (2005) Predicting retention in online general education courses. Am J Distance Educ 19(1):23–36. https://doi.org/10.1207/s15389286ajde1901_3
Nagrecha S, Dillon JZ, Chawla NV (2017) MOOC dropout prediction: lessons learned from making pipelines interpretable. In: Rick Barrett, Rick Cummings (eds) Proceedings of the 26th International Conference on World Wide Web Companion. International World Wide Web Conferences Steering Committee, Perth, WA, Republic and Canton of Genova, pp. 351–359
Nistor N, Neubauer K (2010) From participation to dropout: quantitative participation patterns in online university courses. Comput Educ 55(2):663–672. https://doi.org/10.1016/j.compedu.2010.02.026
Ohland MW, Sheppard SD, Lichtenstein G, Eris O, Chachra D, Layton RA (2008) Persistence, engagement, and migration in engineering programs. J Eng Educ 97(3):259–278. https://doi.org/10.1002/j.2168-9830.2008.tb00978.x
OECD (2020) The impact of COVID-19 on student equity and inclusion: supporting vulnerable students during school closures and school re-openings. https://www.oecd.org/coronavirus/policy-responses/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings-d593b5c8/
Pacansky-Brock M, Vincent-Layton K (2020) Humanizing online teaching to equitize higher ed. https://doi.org/10.13140/RG.2.2.33218.94402
Pascarella ET, Terenzini PT (1983) Predicting voluntary freshman year persistence/withdrawal behavior in a residential university: a path analytic validation of Tinto’s model. J Educ Psychol 75(2):215–226. https://doi.org/10.1037/0022-0663.75.2.215
Palvia S, Aeron P, Gupta P, Mahapatra D, Parida R, Rosner R, Sindhi S (2018) Online education: worldwide status, challenges, trends, and implications. J Global Inf Technol Manag 21(4):233–241. https://doi.org/10.1080/1097198X.2018.1542262
Patterson B, McFadden C (2009) Attrition in online and campus degree programs. Online J Distance Learn Adm 12(2). https://www.westga.edu/~distance/ojdla/summer122/patterson122.html
Paudel P (2020) Online education: benefits, challenges and strategies during and after COVID-19 in higher education. Int J Stud Educ 3(2):70–85. https://doi.org/10.46328/ijonse.32
Peimani N, Kamalipour H (2021) Online education and the COVID-19 outbreak: a case study of online teaching during lockdown. Educ Sci 11(2):72. https://doi.org/10.3390/educsci11020072
Rahiem MDH (2021) Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic. Children Youth Serv Rev 120:105802. https://doi.org/10.1016/j.childyouth.2020.105802
Rapanta C, Botturi L, Goodyear P, Guàrdia L, Koole M (2020) Online university teaching during and after the Covid-19 Crisis: refocusing teacher presence and learning activity. Postdigit Sci Educ 2(3):923–945. https://doi.org/10.1007/s42438-020-00155-y
Rasch G (1960) Probabilistic models for some intelligence and achievement tests. Danish Institute for Educational Research, Copenhagen, Denmark
Reason RD (2009) Review of the book evaluating faculty performance: a practical guide to assessing teaching, research, and service. Rev High Educ 32(2):288–289. https://doi.org/10.1353/rhe.0.0043
Richardson M, Abraham C, Bond R (2012) Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychol Bull 138(2):353–387. https://doi.org/10.1037/a0026838
Rovai AP (2003) In search of higher persistence rates in distance education online programs. Internet High Educ 6(1):1–16. https://doi.org/10.1016/S1096-7516(02)00158-6
Said EGR (2021) How did the COVID-19 pandemic affect higher education learning experience? An empirical investigation of learners’ academic performance at a University in a Developing Country. Adv Hum–Comput Interact 2021:1–10. https://doi.org/10.1155/2021/6649524
Serdyukov P, Hill R (2013) Flying with clipped wings: are students independent in online college classes? J Res Innov Teach 6(1):54–67
Stommel J (2013) Decoding digital pedagogy, part. 2: (Un)Mapping the terrain. Hybrid Pedagog. https://hybridpedagogy.org/decoding-digital-pedagogy-pt-2-unmapping-the-terrain/
Takács R, Kárász JT, Takács S, Horváth Z, Oláh A (2021) Applying the Rasch model to analyze the effectiveness of education reform in order to decrease computer science students’ dropout. Humanit Soc Sci Commun 8(1):1–8. https://doi.org/10.1057/s41599-021-00725-w . Springer Nature
Terenzini PT, Reason RD (2005) Parsing the first year of college: rethinking the effects of college on students. The Association for the Study of Higher Education, Philadelphia, p. 630
Tinto V (1975) Dropout from higher education: a theoretical synthesis of recent research. Rev Educ Res 45:89–125
Tinto V (2012) Completing college: rethinking institutional action. The University of Chicago Press, Chicago
Book Google Scholar
Wang C (2010) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in web-based courses. https://etd.auburn.edu//handle/10415/2256
Wang C-H, Shannon DM, Ross ME (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Educ 34(3):302–323. https://doi.org/10.1080/01587919.2013.835779
Watermeyer R, Crick T, Knight C, Goodall J (2021) COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. High Educ 81(3):623–641. https://doi.org/10.1007/s10734-020-00561-y
Whittle M, Rampton J (2020) Towards a 2030 vision on the future of universities in Europe. Publications Office of the European Union. http://op.europa.eu/en/publication-detail/-/publication/a3cde934-12a0-11eb-9a54-01aa75ed71a1/
Willging PA, Johnson SD (2019) Factors that influence students’ decision to dropout of online courses. J Asynchronous Learn Netw 13(3):13
Yu H, Liu P, Huang X, Cao Y (2021) Teacher online informal learning as a means to innovative teaching during home quarantine in the COVID-19 pandemic. Front Psychol 12:2480. https://doi.org/10.3389/fpsyg.2021.596582
Download references
Acknowledgements
The described article was carried out as part of the EFOP 3.4.3-16-2016-00011 project in the framework of the Széchenyi 2020 programme. The realization of these projects is supported by the European Union, co-financed by the European Social Fund.
Open access funding provided by Eötvös Loránd University.
Author information
Authors and affiliations.
Faculty of Informatics, ELTE Eötvös Loránd University, Budapest, Hungary
Rita Takács & Zoltán Horváth
Department of General Psychology and Methodology, Institute of Psychology, Budapest, Hungary
Szabolcs Takács
Károli Gáspár University of the Reformed Church in Hungary, Budapest, Hungary
Doctoral School of Education, ELTE Eötvös Loránd University, Budapest, Hungary
Judit T. Kárász
Institute of Education, ELTE Eötvös Loránd University, Budapest, Hungary
Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
Attila Oláh
Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
You can also search for this author in PubMed Google Scholar
Contributions
TR contributed to the design of the study and data interpretation. As principal author, she coordinated the writing process of the manuscript. KJ and TS are researchers that study the dropout phenomenon across higher education, and therefore have participated on each phase of this research. OA and HZ have largely contributed to the analysis and interpretation of data, and consequently to the understanding of the phenomenon. Every author have played a remarkable role in the writing of this article.
Corresponding author
Correspondence to Rita Takács .
Ethics declarations
Ethics approval.
The Ethics Committee of the Institute of Psychology of Károli Gáspár University of the Reformed Church in Hungary approved of the ethical permission, which was registered under the following number: 75/2020 / P / ET. The study protocol was designed and executed in compliance with the code of ethics set out by the university in which the research was conducted, as required by the Helsinki Declaration.
Consent to participate and consent for publication
Written informed consent was obtained from the participants. The data were anonymized before analysis and publication.
Competing interests
The authors declare no competing interests.
Additional information
Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ .
Reprints and permissions
About this article
Cite this article.
Takács, R., Takács, S., Kárász, J.T. et al. The impact of the first wave of COVID-19 on students’ attainment, analysed by IRT modelling method. Humanit Soc Sci Commun 10 , 127 (2023). https://doi.org/10.1057/s41599-023-01613-1
Download citation
Received : 13 February 2021
Accepted : 08 March 2023
Published : 25 March 2023
DOI : https://doi.org/10.1057/s41599-023-01613-1
Share this article
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
Quick links
- Explore articles by subject
- Guide to authors
- Editorial policies
![online education during lockdown essay online education during lockdown essay](https://verify.nature.com/verify/nature.png)
![online education during lockdown essay American Psychological Association Logo](https://www.apa.org/Content/Images/logo.png)
Capturing the benefits of remote learning
How education experts are applying lessons learned in the pandemic to promote positive outcomes for all students
Vol. 52 No. 6 Print version: page 46
- Schools and Classrooms
![online education during lockdown essay boy sitting in front of a laptop in his bedroom](https://www.apa.org/images/2021-09-cover-remote-learning_tcm7-296466.jpg)
With schools open again after more than a year of teaching students outside the classroom, the pandemic sometimes feels like a distant memory. The return to classrooms this fall brings major relief for many families and educators. Factors such as a lack of reliable technology and family support, along with an absence of school resources, resulted in significant academic setbacks, not to mention stress for everyone involved.
But for all the downsides of distance learning, educators, psychologists, and parents have seen some benefits as well. For example, certain populations of students found new ways to be more engaged in learning, without the distractions and difficulties they faced in the classroom, and the general challenges of remote learning and the pandemic brought mental health to the forefront of the classroom experience.
Peter Faustino, PsyD, a school psychologist in Scarsdale, New York, said the pandemic also prompted educators and school psychologists to find creative new ways of ensuring students’ emotional and academic well-being. “So many students were impacted by the pandemic, so we couldn’t just assume they would find resources on their own,” said Faustino. “We had to work hard at figuring out new ways to connect with them.”
Here are some of the benefits of distance learning that school psychologists and educators have observed and the ways in which they’re implementing those lessons post-pandemic, with the goal of creating a more equitable, productive environment for all students.
Prioritizing mental health
Faustino said that during the pandemic, he had more mental health conversations with students, families, and teachers than ever. “Because COVID-19 affected everyone, we’re now having mental health discussions as school leaders on a daily and weekly basis,” he said.
This renewed focus on mental health has the potential to improve students’ well-being in profound ways—starting with helping them recover from the pandemic’s effects. In New York City, for example, schools are hiring more than 600 new clinicians, including psychologists , to screen students’ mental health and help them process pandemic-related trauma and adjust to the “new normal” of attending school in person.
Educators and families are also realizing the importance of protecting students’ mental health more generally—not only for their health and safety but for their learning. “We’ve been seeing a broader appreciation for the fact that mental health is a prerequisite for learning rather than an extracurricular pursuit,” said Eric Rossen, PhD, director of professional development and standards at the National Association of School Psychologists.
As a result, Rossen hopes educators will embed social and emotional learning components into daily instruction. For example, teachers could teach mindfulness techniques in the classroom and take in-the-moment opportunities to help kids resolve conflicts or manage stress.
Improved access to mental health resources in schools is another positive effect. Because of physical distancing guidelines, school leaders had to find ways to deliver mental health services remotely, including via online referrals and teletherapy with school psychologists and counselors.
Early in the pandemic, Faustino said he was hesitant about teletherapy’s effectiveness; now, he hopes to continue offering a virtual option. Online scheduling and remote appointments make it easier for students to access mental health resources, and some students even enjoy virtual appointments more, as they can attend therapy in their own spaces rather than showing up in the counselor’s office. For older students, Faustino said that level of comfort often leads to more productive, open conversations.
Autonomy as a key to motivation
Research suggests that when students have more choices about their materials and activities, they’re more motivated—which may translate to increased learning and academic success. In a 2016 paper, psychology researcher Allan Wigfield, PhD, and colleagues make the case that control and autonomy in reading activities can improve both motivation and comprehension ( Child Development Perspectives , Vol. 10, No. 3 ).
During the period of online teaching, some students had opportunities to learn at their own pace, which educators say improved their learning outcomes—especially in older students. In a 2020 survey of more than 600 parents, researchers found the second-most-valued benefit of distance learning was flexibility—not only in schedule but in method of learning.
In a recent study, researchers found that 18% of parents pointed to greater flexibility in a child’s schedule or way of learning as the biggest benefit or positive outcome related to remote learning ( School Psychology , Roy, A., et al., in press).
This individualized learning helps students find more free time for interests and also allows them to conduct their learning at a time they’re most likely to succeed. During the pandemic, Mark Gardner, an English teacher at Hayes Freedom High School in Camas, Washington, said he realized how important student-centered learning is and that whether learning happens should take precedence over how and when it occurs.
For example, one of his students thrived when he had the choice to do work later at night because he took care of his siblings during the day. Now, Gardner posts homework online on Sundays so students can work at their own pace during the week. “Going forward, we want to create as many access points as we can for kids to engage with learning,” he said.
Rosanna Breaux , PhD, an assistant professor of psychology and assistant director of the Child Study Center at Virginia Tech, agrees. “I’d like to see this flexibility continue in some way, where—similar to college—students can guide their own learning based on their interests or when they’re most productive,” she said.
During the pandemic, many educators were forced to rethink how to keep students engaged. Rossen said because many school districts shared virtual curricula during the period of remote learning, older students could take more challenging or interesting courses than they could in person. The same is true for younger students: Megan Hibbard, a teacher in White Bear Lake, Minnesota, said many of her fifth graders enjoyed distance learning more than in-person because they could work on projects that aligned with their interests.
“So much of motivation is discovering the unique things the student finds interesting,” said Hunter Gehlbach, PhD, a professor and vice dean at the Johns Hopkins School of Education. “The more you can facilitate students spending more time on the things they’re really interested in, the better.”
Going forward, Rossen hopes virtual curricula will allow students greater opportunities to pursue their interests, such as by taking AP classes, foreign languages, or vocational electives not available at their own schools.
Conversely, Hibbard’s goal is to increase opportunities for students to pursue their interests in the in-person setting. For example, she plans to increase what she calls “Genius Hours,” a time at the end of the school day when students can focus on high-interest projects they’ll eventually share with the class.
Better understanding of children's needs
One of the most important predictors of a child’s success in school is parental involvement in their education. For example, in a meta-analysis of studies, researchers linked parental engagement in their middle schoolers’ education with greater measures of success (Hill, N. E., & Tyson, D. F., Developmental Psychology , Vol. 45, No. 3, 2009).
During the pandemic, parents had new opportunities to learn about their kids and, as a result, help them learn. According to a study by Breaux and colleagues, many parents reported that the pandemic allowed them a better understanding of their child’s learning style, needs, or curriculum.
James C. Kaufman , PhD, a professor of educational psychology at the University of Connecticut and the father of an elementary schooler and a high schooler, said he’s had a front-row seat for his sons’ learning for the first time. “Watching my kids learn and engage with classmates has given me some insight in how to parent them,” he said.
Stephen Becker , PhD, a pediatric psychologist at Cincinnati Children’s Hospital Medical Center, said some parents have observed their children’s behavior or learning needs for the first time, which could prompt them to consider assessment and Individualized Education Program (IEP) services. Across the board, Gehlbach said parents are realizing how they can better partner with schools to ensure their kids’ well-being and academic success.
For example, Samantha Marks , PsyD, a Florida-based clinical psychologist, said she realized how much help her middle school daughter, a gifted and talented student with a 504 plan (a plan for how the school will offer support for a student’s disability) for anxiety, needed with independence. “Bringing the learning home made it crystal clear what we needed to teach our daughter to be independent and improve executive functioning” she said. “My takeaway from this is that more parents need to be involved in their children’s education in a healthy, helpful way.”
Marks also gained a deeper understanding of her daughter’s mental health needs. Through her 504 plan, she received help managing her anxiety at school—at home, though, Marks wasn’t always available to help, which taught her the importance of helping her daughter manage her anxiety independently.
Along with parents gaining a deeper understanding of their kids’ needs, the pandemic also prompted greater parent participation in school. For example, Rossen said his kids’ school had virtual school board meetings; he hopes virtual options continue for events like back-to-school information sessions and parenting workshops. “These meetings are often in the evening, and if you’re a single parent or sole caregiver, you may not want to pay a babysitter in order to attend,” he said.
Brittany Greiert, PhD, a school psychologist in Aurora, Colorado, says culturally and linguistically diverse families at her schools benefited from streamlined opportunities to communicate with administrators and teachers. Her district used an app that translates parent communication into 150 languages. Parents can also remotely participate in meetings with school psychologists or teachers, which Greiert says she plans to continue post-pandemic.
Decreased bullying
During stay-at-home orders, kids with neurodevelopmental disorders experienced less bullying than pre-pandemic (McFayden, T. C., et al., Journal of Rural Mental Health , No. 45, Vol. 2, 2021). According to 2019 research, children with emotional, behavioral, and physical health needs experience increased rates of bullying victimization ( Lebrun-Harris, L. A., et al., ), and from the U.S. Department of Education suggests the majority of bullying takes place in person and in unsupervised areas (PDF) .
Scott Graves , PhD, an associate professor of educational studies at The Ohio State University and a member of APA’s Coalition for Psychology in Schools and Education (CPSE), said the supervision by parents and teachers in remote learning likely played a part in reducing bullying. As a result, he’s less worried his Black sons will be victims of microaggressions and racist behavior during online learning.
Some Asian American families also report that remote learning offered protection against racism students may have experienced in person. Shereen Naser, PhD, an associate professor of psychology at Cleveland State University and a member of CPSE, and colleagues found that students are more comfortable saying discriminatory things in school when their teachers are also doing so; Naser suspects this trickle-down effect is less likely to happen when students learn from home ( School Psychology International , 2019).
Reductions in bullying and microaggressions aren’t just beneficial for students’ long-term mental health. Breaux said less bullying at school results in less stress, which can improve students’ self-esteem and mood—both of which impact their ability to learn.
Patricia Perez, PhD, an associate professor of international psychology at The Chicago School of Professional Psychology and a member of CPSE, said it’s important for schools to be proactive in providing spaces for support and cultural expression for students from vulnerable backgrounds, whether in culture-specific clubs, all-school assemblies that address racism and other diversity-related topics, or safe spaces to process feelings with teachers.
According to Rossen, many schools are already considering how to continue supporting students at risk for bullying, including by restructuring the school environment.
One principal, Rossen said, recently switched to single-use bathrooms to avoid congregating in those spaces once in-person learning commences to maintain social distancing requirements. “The principal received feedback from students about how going to the bathroom is much less stressful for these students in part due to less bullying,” he said.
More opportunities for special needs students
In Becker and Breaux’s research, parents of students with attention-deficit/hyperactivity disorder (ADHD), particularly those with a 504 plan and IEP, reported greater difficulties with remote learning. But some students with special learning needs—including those with IEPs and 504 plans—thrived in an at-home learning environment. Recent reporting in The New York Times suggests this is one reason many students want to continue online learning.
According to Cara Laitusis, PhD, a principal research scientist at Educational Testing Service ( ETS ) and a member of CPSE, reduced distractions may improve learning outcomes for some students with disabilities that impact attention in a group setting. “In assessments, small group or individual settings are frequently requested accommodations for some students with ADHD, anxiety, or autism. Being in a quiet place alone without peers for part of the instructional day may also allow for more focus,” she said. However, she also pointed out the benefits of inclusion in the classroom for developing social skills with peers.
Remote learning has improved academic outcomes for students with different learning needs, too. Marks said her seventh-grade daughter, a visual learner, appreciated the increase in video presentations and graphics. Similarly, Hibbard said many of her students who struggle to grasp lessons on the first try have benefited from the ability to watch videos over again until they understand. Post-pandemic, she plans to record bite-size lessons—for example, a 1-minute video of a long division problem—so her students can rewatch and process at their own rate.
Learners with anxiety also appreciate the option not to be in the classroom, because the social pressures of being surrounded by peers can make it hard to focus on academics. “Several of my students have learned more in the last year simply due to the absence of anxiety,” said Rosie Reid, an English teacher at Ygnacio Valley High School in Concord, California, and a 2019 California Teacher of the Year. “It’s just one less thing to negotiate in a learning environment.”
On online learning platforms, it’s easier for kids with social anxiety or shyness to participate. One of Gardner’s students with social anxiety participated far more in virtual settings and chats. Now, Gardner is brainstorming ways to encourage students to chat in person, such as by projecting a chat screen on the blackboard.
Technology has helped school psychologists better engage students, too. For example, Greiert said the virtual setting gave her a new understanding of her students’ personalities and needs. “Typing out their thoughts, they were able to demonstrate humor or complex thoughts they never demonstrated in person,” she said. “I really want to keep incorporating technology into sessions so kids can keep building on their strengths.”
Reid says that along with the high school students she teaches, she’s seen her 6-year-old daughter benefit from learning at her own pace in the familiarity of her home. Before the pandemic, she was behind academically, but by guiding her own learning—writing poems, reading books, playing outside with her siblings—she’s blossomed. “For me, as both a mother and as a teacher, this whole phenomenon has opened the door to what education can be,” Reid said.
Eleanor Di Marino-Linnen, PhD, a psychologist and superintendent of the Rose Tree Media School District in Media, Pennsylvania, says the pandemic afforded her district a chance to rethink old routines and implement new ones. “As challenging as it is, it’s definitely an exciting time to be in education when we have a chance to reenvision what schools have looked like for many years,” she said. “We want to capitalize on what we’ve learned.”
Further reading
Why are some kids thriving during remote learning? Fleming, N., Edutopia, 2020
Remote learning has been a disaster for many students. But some kids have thrived. Gilman, A., The Washington Post , Oct. 3, 2020
A preliminary examination of key strategies, challenges, and benefits of remote learning expressed by parents during the COVID-19 pandemic Roy, A., et al., School Psychology , in press
Remote learning during COVID-19: Examining school practices, service continuation, and difficulties for adolescents with and without attention-deficit/hyperactivity disorder Becker S. P., et al., Journal of Adolescent Health , 2020
Recommended Reading
![online education during lockdown essay Big Brain Book](https://www.apa.org/pubs/magination/images/441B331-100.jpg)
Contact APA
You may also like.
COVID-19: A Framework for Effective Delivering of Online Classes During Lockdown
- Arena of Pandemic
- Published: 30 January 2021
- Volume 5 , pages 322–336, ( 2022 )
Cite this article
- Digvijay Pandey ORCID: orcid.org/0000-0003-0353-174X 1 ,
- Gabriel A. Ogunmola 2 ,
- Wegayehu Enbeyle 3 ,
- Marzuk Abdullahi 4 ,
- Binay Kumar Pandey 5 &
- Sabyasachi Pramanik 6
19k Accesses
25 Citations
Explore all metrics
A Correction to this article was published on 12 May 2021
This article has been updated
The world as we know it has changed over a short period of time, with the rise and spread of the deadly novel Corona virus known as COVID-19, the world will never be the same again. This study explores the devastating effects of the novel virus pandemic, the resulting lockdown, thus the need to transform the offline classroom into an online classroom. It explores and describes the numerous online teaching platforms, study materials, techniques, and technologies’ being used to ensure that educating the students does not stop. Furthermore, it identifies the platforms, technologies which can be used to conduct online examination in a safe environment devoid of cheating. Additionally, it explores the challenges facing the deployment of online teaching methods. On the basis of literature review, a framework was proposed to deliver superior online class room experience for the students, so that online classroom is as effective as or even better than offline classrooms. The identified variables were empirically tested with the aid of a structured questionnaire; there were 487(according to Craitier and Morgan)150 number of respondents who were purposefully sampled. The results indicate that students prefer the multimedia means of studies. As a result of binary logistic regression, poor internet connection, awareness on COVID-19, enough sources of materials, recommends massive open online course, favourite online methods, and satisfaction with online study are significant in the model or attitudes towards delivering of online classes during lockdown COVID-19 pandemic at 5% level of significance. The study recommends online teaching methods, but finally, the study concludes that satisfaction with online study is significant in the model or attitudes towards delivering of online classes during lockdown COVID-19 pandemic at 5% level of significance.
Similar content being viewed by others
COVID-19: Creating a Paradigm Shift in Indian Education System
Covid-19: Study of Online Teaching, Availability and Use of Technological Resources
Challenges Faced by the University Students During COVID-19 Pandemic in Poland
Avoid common mistakes on your manuscript.
Introduction
The Corona virus pandemic is a strange viral infection that is highly transmittable especially from person to person. The COVID-19 infectivity that is caused by a completely unique mental strain of corona virus was first detected in Wuhan, China, in the last week of December 2019 and acknowledged a world health emergency of international concern by the World Health Organization on January 30, 2020. The World Health Organization has confirmed the fast-moving coronavirus outbreak in China, a “world health emergency of worldwide concern” ( https://doi.org/10.1021/cen-09805-buscon4 ). Eventually, the disease continues to spread across the globe, killing many, and collapsing the various economic, educational, and social activities across the globe.
Death rate ranges between 2 and 3%. It is drastically less severe than 2003 SARS (MR 10%) or 2012 MERS (MR 35%) outbreaks. Threat of decease is merely high in older people (above an age of ~ 60 years) and other people with pre-active health conditions, and approximately 80% of individuals have gentle symptoms and get over the sickness in 2 weeks. The majority of the symptoms are often treated on time medication (John Hopkins Center for System Science and Engineering (Live dashboard), as reported on March 11, 2020).
In view of the forgoing, all institutions of learning across the globe are subjected to an imminent and unavoidable indefinite break. This is an attempt to stop the virus from affecting the students or the teachers. This however has brought about lackadaisical attitudes among the students at home because they are idle and thus thinking nothing but evil.
Most countries across in the world including my country, Nigeria, have developed a way of engaging this students at home, and in some developed countries like the USA, students have resume back to school facelessly (via online). In Nigeria; a platform was developed online for educational used by students and any other researcher (academia.nitda.gov.ng). This is a laudable initiative but hampered by resources like electricity, internet, and to some awareness.
Consequently, all hands are now on desk, reviewing academic online platforms and updating it to meet up with the peculiarities of our day-to-day challenges while making it easy for studies and evaluations of student’s academic performance. This is the quest for this research work. Research problem: the global method of teaching is physical dialogue, whereby students and teachers will meet on a scheduled venue and physically interact. With the advent of these pandemic, public gatherings are prohibited; this makes it impossible for teaching to continue, so long as there is going to be person-to-person contact.
Hence, the need for a platform that will substitute the obsolete means of teaching in an effective and efficient method with the capability of evaluating students academic performance is imminent. Research gap: there are no academic researches on this topic; researches are yet to study online classes platforms, etc.
Objectives: The study explores and describes the present state of online classes, opportunities, and challenges. It is a novel research on the techniques and method adopted by teachers to bring the offline classroom online. The key goal of the learning is to assess socio-demographic and related factors on the attitudes towards delivering of online classes during lockdown COVID-19 pandemic in India.
Literature Review
The approach of online-learning as an aspect of the synergistic study worldwide incorporates Web 2.0 advances, which are in the main used by our understudies and are presently enhancing into the homeroom. Teachers state that these innovative advances extremely help increments to their DE homerooms as they will upgrade learning among our technically knowledgeable understudies, reflecting the usage of those advances in their day-by-day lives. Web 2.0 main advances incorporate wikis, sites, broadcasts, informal communities, and online video-sharing destinations like YouTube. Teachers and scientists can foresee that new advances will in any case be presented, which can require transformation by the two understudies and educators, upheld by examination by analysts on their viability. It is essential to appear for “hints on how e-learning advances can turn out to be ground-breaking impetuses for change additionally as devices for updating our education and instructional frameworks” (Shroff & Vogel, 2009 , p.60).
The developing of instructional stages, likewise referenced as Knowledge Management Systems (KMS), is another advancement in ongoing DE history. Saadé & Kira ( 2009 ) depict Learning Management Systems (LMS) as a structure that has educator instruments, learning measure apparatuses, and a store of information. Tests of KMS stages incorporate WebCT, Blackboard, and DesireToLearn, which have risen on the grounds that the best three LMS are unavoidable in the present DE condition. Last Modular Object-Oriented Dynamic Learning Environment (Moodle) has developed as a substitution to LMS open-source framework, a free option to the previously mentioned stages (Unal & Unal, 2011 ). It is fundamental that the devices executed help the course tasks, exercises, and substance (Singh et al. 2010 ; Smart & Cappel, 2006 ). “Unmistakably, innovation upheld learning conditions can possibly flexibly instruments and structure to modify training” (Shroff & Vogel, 2009 , p. 60). The researchers used in this investigation are presented to Blackboard LMS through which understudies partake in conversation gatherings, online diaries, Wikis, Web-based testing and practice tests, virtual groups, YouTube, and other intelligent devices.
The idea of online-learning and hence the plan to utilize Moodle in college option came after a progression of global temporary jobs we were included and after a progression of on-line classes and stage setup for improving instructing ventures. There are numerous advantages of utilizing online instruction together with correspondence, collaboration between understudies, bunch improvement, and a superior admittance to information. Regardless of those advantages, numerous Romanian colleges regularly consent to stay in customary instructing without extra help. Moodle might be a learning stage initially planned by Martin Dougiamas (first form of Moodle was delivered on August 20, 2002). Moodle, as a solid open-source e-learning stage, was utilized and created by worldwide cooperative exertion of global network. Moodle is implied and proceed with improved to flexibly instructors, directors, and students with one vigorous, secure, and incorporated framework to make customized learning conditions. Presently, on March 27, 2014, Moodle 2.6.2 was launched. We consider Moodle a Web-based versatile community-oriented learning condition that contains all parts portrayed by Wang et al. ( 2004 ): conversation gathering and one-on-one companion help client model, collective methodology model, and versatile segment. A few creators were likewise inquisitive about cooperation and human correspondence on a Web-based collaborative learning environment (Zhang et al. 2004 ), while different creators call these virtual learning situations (Knight & Halkett, 2010 ). Comparative encounters of utilizing intelligent e-learning instruments as Moodle were portrayed by different creators (Beatty & Ulasewicz, 2006 ). They all pointed in their papers (Shen et al., 2006 ) that utilizing Moodle can build up understudies’ psychological blueprint, help to develop their insight, advance understudies’ uplifting mentalities towards talking about and helping out companions, and increment understudies’ aptitudes to embrace deep-rooted learning by utilizing the information innovation. Options as far as Web-based collaborative learning are given by Pfahl et al. ( 2001 ). During this adaptable online network for learning, understudies collaborate with course assets and are prepared to grow new abilities and to structure their own learning direction. Applying this e-learning stage, we exploited understudy’s spare time and their accessibility to spend and structure their activities (Arbaugh et al. 2009 ) in order to submit schoolwork regarding a firm cutoff time.
Massive open online courses (MOOCs) and open education research (OER) MOOCs are online courses that by and large permit anybody to enrol and complete without any extra fee (at any rate for the fundamental course). Cormier and Siemens [8] contend that they are a possible result of “open educating and study.” The degree of receptiveness in MOOCs varies from course to course and if the course is realistic on a MOOC stage, relying on the stage. While numerous cMOOCs offered its substance utilizing open authorizing, other MOOC suppliers just give the substance to privately utilize it as it were. For example, Coursera, single among the main xMOOC stages (Kibaru, 2018 ), expresses that the texture is “just for your very own, non-business use. you'll not in any case duplicate, imitate, retransmit, disseminate, distribute, monetarily abuse or in any case move any material, nor may you alter or make subsidiaries mechanism of the material” ( Rabe-Hemp et al., 2009 ). In this manner, yet a “by item” of the open education development, MOOCs appear to be less open than OERs, uninhibitedly available instructive substance, which are for the most part delivered with open authorizing.
E-learning Tools for Distance Education
With the growing concerns over COVID-19, many school districts have moved classroom instruction online for the foreseeable future. We understand that this change can present challenges on many levels for educators, administrators, students, and families. The following recommended tools may be helpful in making the transition to digital learning during this difficult time. These resources include general e-learning tools for educators, subject-based tools for students, and extensions to assist students with learning differences. Almost all of these resources are free, with the exception of a few inexpensive tools/available free trials (United Nations Educational, Scientific and Cultural Organization (UNESCO). 2020.)
Tool name | Description | Links | Cost |
---|---|---|---|
Age of Learning | Offering free access to ABCMouse, ReadingIQ, etc. to those affected by COVID-19 closures |
| Free |
Biteable | Simple video creation/editing tool |
| Free |
Canva | Tool to design graphics, infographics, etc |
| Free |
EdModo | Tool for communicating and sharing classroom content |
| free |
Factile | Tool to create review games, like Jeopardy |
| Free |
Khan Academy | Online lessons and resources for K-12 educators to use, as well as AP/SAT prep |
| Free |
Nearpod | Tool for creating simple, interactive presentations that can easily be shared | E-Learning: | Free |
Padlet | Tool for educators to create digital bulletin boards or webpages |
| Free |
TesTeach | Tool for educators to create interactive presentations, lessons, or projects |
| Free |
WIX | Simple, free website builder |
| Free |
Code.org | Activities and resources for K-12 students to learn basic computer science/coding |
| Free |
SOURCE: United Nations Educational, Scientific and Cultural Organization (UNESCO), 2020
Descriptive Analysis of Tools of Online Class MOOC
Impartus : This is the main video proposal for OER and training. Around 130 higher institutions in India are currently using this platform ( http://www.impartus.com ).
Webex : Webex is an online tool that allows you to virtually hold meetings without leaving your homes or offices. It only requires a computer with an internet access and a separate phone line. This is a product of Cisco Company and is capable giving access to up to 100 clients at a time. It is free to sign up but requires $49/month subscription ( http://www.webex.com ).
Zoom : This is another online livestreaming tool but it is a mobile app. It is available on Android and iOS. While online, you can record sessions, collaborate on projects, and share or annotate one another’s screen. It cost $14.99/month, and it allows meetings recording on the cloud. It has unlimited number of participants, but the meetings can only last for 40 min ( https://zoom.us ).
Google Classroom : This is an open source Web service provided by Google for education and training with the sole aspire of online evaluation of test and assignment in a paperless way. However, organizations must register their corporate account on G-Suit before they can use this service. The students only need a valid email account to get connected to the class. This is linked to Google Drive, Google Docs, and Gmail for efficient sharing of resources ( https://classroom.google.com ).
Microsoft Teams : This is designed by Microsoft as an all-round collaborative platform offering: chats, voice, and calling features. It allows instant messaging with inbuilt office 365 for manipulating documents with live stream. All you need to do is to subscribe to the Microsoft 365 business essentials package; however, this package cost $5/month and per single user ( https://support.office.com ).
Descriptive Tools for Online Classes
Internet learning content is available through various types (text, pictures, sounds, and curios) (Moore & Kearsley, 2012 ) and kinds of media (versatile, intelligent, account, profitable) (Laurillard, 2002 ). The educated client can utilize different Web-based learning assets to make a learning domain that suits his own adapting needs (for example, learning styles, singular openness needs, inspiration); moreover, to the information on different kinds of ICT, it is critical to know somebody’s very own adapting needs (Grant et al., 2009 ).
There are many online tools that are already in use to achieve online classes. It depends on the resources available for the organization to subscribe to such online services. Each of these tools has its own advantages and disadvantages in terms of security, cost, and regional peculiarities. The below table can assist in analyzing some selected tools based on their cost and security.
Tool | Cost | Advantage | Feasibility |
---|---|---|---|
Impartus | Free hosting and $49/module annually | The higher your number of students, the cheaper the subscriptions and have relative authentication system for security | This is feasible in developed countries where internet and power are not a challenge |
Webex | Free hosting, $49/month charged for subscriptions annually | It is capable of connecting up to 100 clients at a time, and it has in build cryptographic security model | This is most feasible to Cisco hardware but not limited to Cisco and requires stable power and internet |
Zoom | 7-days free trial then you can choose from three different platforms ranging from $14.99/per month | Real-time feedback, custom support, and job ready skills but limited to only 40 min per session and relatively secured | This is feasible on Android and iOS software. It is a mobile application but limited to only 40 min per session |
Google Classroom | Free | Dedicated to only subscribed clients, and features are customized according to clients’ wants. Secured with SSL encryption | This is feasible to low-level institutions with financial challenges. It is free and operates on both mobile and computer. It has an embedded examination evaluation software |
Microsoft Teams | Free hosting and subscription of $5/month to all connected clients | Very scalable and user friendly | This is feasible to developed organizations with no financial or manpower-related challenges. It requires a subscription and real-time manipulation of texts/documents using an inbuilt Office365 |
Descriptive Analysis of Tools of Online Examination
For a complete online classroom, there is a need for an equivalent system/platform in place for an online examination evaluation. Many of such platforms are readily available online. It is left for organizations to analyse the available systems and choose the best that suits their requirements considering the cost and security of the model. Below are some selected tools fitted for that purpose;
TCexam : This is an open source system for electronic exam. It is also known as computer-based assessment (CBA) and computer-based test (CBT). It is free and does not require additional hardware to run.
Virtualx : This is a free online exam management information system. It is cloud-based, and it is an open source. It is user friendly and scalable to user requirements.
Moodle : This is a learning platform or course management system that is aimed at online automation of examinations. It gives the opportunity for lecturers to create their own personal websites. It is free and open source.
FlexiQuiz : This is a main online test producer that will work without human intervention and mark and grade your quizzes. It is an open source and free. And it is secured with SSL encryption technology.
EdBase : This is a powerful and flexible tool for online examinations and grading. It is cloud-based and free. It has the feature of creating question bank and autograding. It is easier in generating portable reports in different formats and is secured with SSL encryption technology.
Tabular comparison of online examination tools
Tool | Cost | Cost | Feasibility |
---|---|---|---|
TCexam | Free | Does not require additional hardware to run | Feasible to organizations with well-trained system analyst that can be able to use the software in accordance to their requirement |
Virtualx | Free | Already on cloud, hosting is not required | This is cloud-based and makes it more portable and flexible but required a professional system analyst for the security of the information on the cloud |
Moodle | Free | Very integrated and it operates according to the class size | This is very okay for a class less population; it operates according to class size |
FlexiQuiz | FREE | Autograding and secured with SSL encryption | This is an automated software that is flexible according to user requirement, and it is secured with SSL encryption |
EdBase | Free | Creates question bank and cloud-based | This is a special package for computer-based examinations, and it has an autograding software, and it is free |
Challenges of Online Classes
Nowadays, smart KMS (Knowledge Management Systems) and LMS (Learning Management Systems) with technology inbuilt are in demand for increasing the need of self directness. Evidence have shown that students tend to understand better if multimedia (Adnan, 2018 ) tools are integrated into their teaching. Despite efforts by institutions to adapt the use of internet and ICT in teaching, most especially in the present condition of lockdowns, certain challenges are curtailing these efforts. Viz;
Lack of internet in most developing countries, like Africa: this proposed framework is purely online, and as such, reliable internet network is the backbone of its emergence. Most developing countries like Africa do not have sufficient internet network for their citizens, and this is a major setback for e-learning.
Security: The major challenge of anything online is security. This is because of the fair of cyber-attacks by hackers. Such a proposed framework will be handling students’ records and examination results. Any possible breach of access can result to serious information mismanagement. Hence, the need to put a serious security in place.
Lack of infrastructures like computers and ICT gadgets due to the level of poverty in some regions like Africa: for a successful online classroom, there must be resources to be sufficiently made available. These resources include network hardware, system hardware/software, and human resources, but due to economic factors of some countries, such provisions are relatively impossible and thus, a big challenge for e-learning.
Lack of power supply in many regions, like Africa: there cannot be technology without electricity and the issue of electricity is a regional challenge to Africans. Most universities in Nigeria were operating strictly on generators because there is no sufficient power supply. This makes it impossible for the students to gain access online as expected because they may not have the means of power supply while out of campus.
Lack of political will due to corruption in Africa: democracy is now a global rule of law. Though, every region or Country has its way of politics; in Africa corruption has pose major challenge in the development of the region and this makes it unfavourable for developmental trends like; ICT, Power etc.
Lack of scalable policies by government: In some countries, there are strict policies on the use of ICT; this might be due to the prevailing cybercrimes over the cyberspace and the process of adhering to such policies; it poses a great challenge in the development of educational technologies and other ICT-related platforms.
Lack of ICT knowledge/awareness among students and lecturers: In some countries and institutions, the knowledge of ICT is very scarce. In fact, some are resisting to accept technology as a modern science. They view the concept of ICT as an attempt to scam and hence, posing a very big challenge in the implementation of any ICT framework to such categories of Institutions/people.
Advantages of Online Classes
Easily accessible: you can log in anywhere you are, so long as you are online and you are registered on the platform. Unlike the traditional classroom where you to be at a scheduled venue, to receive lectures physically.
Unlimited access to resources: Most online-learning platforms are connected to an unlimited number of e-libraries from various academic institutions. Once you have access, you will gain access to unlimited e-books, journals, etc.
Flexibility in learning: Online-learning platforms simplify the methods of teaching, in the sense that lecturers can leave offline materials and assignments and each student can log in at his/her free time to download and act accordingly.
Sharing of resources is easier: Resources are easily shared via emails or direct download from the platform. Students do not need to go for photocopies or any physical stress.
Academic collaborations are enhanced: With the use of online teaching platforms, students collaborate far more than physically been in class. Such collaborations will assist them in group research and efficient time management for academic attainments.
Very portable and comfortable: Students can log in at their comfort zones. You can be in bed and still connect to the class and situation where you have travelled or lost your computer; all you need to do is to fine another one, connect to the internet, and log in to your classroom to continue your classes.
Possible Solutions to the Challenges of Online Classes
Nowadays, smart KMS (Knowledge Management Systems) and LMS (Learning Management Systems) with technology inbuilt is in demand for increasing the need of self directness (Gibson et al., 2008 ). Below are some proposed solutions to the aforementioned challenges;
Reliable internet network: The government should provide internet networks across the country at a subsidize rate. It is recommended that students been given free access to the internet while other citizens should pay either monthly or annually as proposed.
Sufficient power supply: Government should make available electricity to its citizens at a subsidise rate. This will bring about Industrialisations and thus, providing job opportunities among graduates.
Fighting corruption: The government should establish strong institutions for fighting corruption. These institutions should be independent and should have members from European, African Union (EAU), United Nations (UN), and any other intentional agency that is capable of checkmating the international affairs of a country.
Flexible government policies: Government should make their policies very favourable to their citizens. Government should be reviewing their policies routinely to curtail the shortcomings in their policies.
Strong ICT awareness: Students and the teachers should be train on ICT trends. The immediate societies should also be given awareness on the positive impacts of ICT in their environments.
Methodology
The study area will conduct in India and other country. The study populations are all populations who are delivering of online classes during lockdown COVID-19. A total of 150 respondents were included.
Study Design
A cross-sectional study design would be carried out. Cross-sectional survey design is mainly used for the collection of information on and related socio-demographic factors at a given point in time to attitudes towards delivering of online classes during lockdown. The learning design for this learning was a traverse sectional survey conducted using population based representative sample. Variables are collected for several sample units at the same points in time (one time shoot), just the data collected from the respondents directly in a particular time. Cross-sectional surveys are used to gather information (Brecht & Ogilby, 2008 ) on a population at a single point in time. An example of a cross-sectional survey would be a questionnaire that collects data on peoples’ experiences of a particular initiative or event.
Source of Data
Primary data were collected from a community-based, cross-sectional survey. Primary data collection is the process of gathering data through surveys, interviews, or experiments. A typical aims for this study for data collection was primary data is online surveys by conducting well-done questions in India for 150 respondents. Online surveys were effective and therefore require computational logic and branching technologies for exponentially more accurate survey data collection versus any other traditional means of surveying. They are straightforward in their implementation and take a minimum time of the respondents (150). The investment required for survey data collection using online surveys is also negligible in comparison to the other methods. The results are collected in real-time for researchers to analyse and decide corrective measures.
Sampling Techniques
It is an inspecting method during which the choice of individuals for an example relies upon the possibility of comfort, individual decision or intrigue. For this examination we utilized judgment sampling. During this case, the individual taking the example has immediate or backhanded power over which things are chosen for the example.
Study Variables
The variables measured in this learning are taken based on previous studies at the global and national level. Those factors considered during this examination are delegated as: reliant and logical factors. The outcome variable is for the study attitudes towards delivering of online classes during lockdown COVID-19, which is dichotomous. The response variable for each respondent is given by:
The independent variables are measured from structural questionnaires. In this learning, the possible determinant factors estimated to be a significant effect on are included as variables. Poor internet connection, source of info about COVID-19, awareness on COVID-19, recommends MOOC, satisfaction with online study, materials and information sent, enough sources of materials, presently enrolled course, and favourite online methods were included for this study.
Methods of Data Analysis
In this study, frequency distribution, cross-tabulation, and percentage were applied to see the prevalence of the dependent variable. Binary logistic regression was applied to identify the factors for the outcome variable.
Binary Logistic Regression
Binary logistic regression is a prognostic model that is fitted where there is a dichotomous-/binary-dependent variable like in this instance where the researcher is interested in whether there was positive or negative. Usually, the categories are coded as “0” and “1” as it results is a straightforward interpretation. Binary logistic regression is the sort of regression used in our study (attitudes towards delivering of online classes during lockdown COVID-19). The model is given by
\(ln\left(\frac{{\pi }_{i}}{1-{\pi }_{i}}\right)={\beta }_{0} + {\beta }_{1}{X}_{1i}+{{\beta }_{2}X}_{2i}+ \dots \dots ..{\beta }_{k}{X}_{ki}\dots \dots \dots \dots \dots \dots \dots \dots ..\) (1 \()\) .
\(\frac{{\pi }_{i}}{1-{\pi }_{i}}= exp\left({\beta }_{0} + {\beta }_{1}{X}_{1i}+{{\beta }_{2}X}_{2i}+ \dots \dots ..{\beta }_{k}{X}_{ki}\right)\) ……… (2).
where: \({\pi }_{i}\) is the probability of success, \(1-{\pi }_{i}\) is the probability of failure \(,{\beta }_{0}\) is the constant term, \(\beta\) the regression coefficients, and \({X}_{i}\) are the independent variables. Logistic regression quantifies the relationship between the dichotomous dependent variable and the predictors using odds ratios. Odds ratio is the probability that an event will occur divided by the probability that the event will not happen. In this study, the odds ratio is the probability that attitudes towards delivering of online classes being negative divided by the probability that the attitudes towards delivering of online classes being positive. Method of maximum likelihood estimation yields to estimate values for the unknown parameters which maximize the probability of obtaining the observed set of knowledge. For logistic regression, the model coefficients are estimated by the utmost likelihood method and therefore the likelihood equations are non-linear explicit function of unknown parameters. For statistical analysis SAS version 9.4 software will be used at 5% level of significance.
![](http://sektorel.online/777/templates/cheerup/res/banner1.gif)
Results and Discussion
Socio-economic variables are categorical. For our study the dependent variable might be “positive” or “negative.” In this case we would carry out a binary logistic regression analysis.
Table 1 depicted that poor internet connection, awareness on COVID-19, enough sources of materials; recommends MOOC, favourite online methods, and satisfaction with online study are significant in the model. The positive parameter estimates indicated that there is a positive relationship between the dependent variable and associated independent variables whereas the negative coefficients parameters indicated that there is a negative relationship between a dependent variable and independent variables. Where, X 1 is poor internet connection (No), X 2 is favourite online methods(E-books), X 3 is favourite online methods(Videos), X 4 is enough sources of materials(Yes), X 5 is satisfaction with online study (Very satisfied), X 6 is satisfaction with online study(Satisfied), X 7 is recommends MOOC (No), and X 8 is awareness on COVID-19 (No). Fitted model is given by
The poor internet connection (lack of internet access) had statistically significant effect to the attitudes towards delivering of online classes during lockdown COVID-19 pandemic. The odds ratio of the poor internet connection (no) equals exp (0.178) = 1.081(95% CI 1.320, 0.476) (adjusted for the other variables are constant); the results show that those students who had not good connection in the study area are 0.081 times more likely to be negative attitudes towards delivering of online classes during lockdown COVID-19 pandemic compared with that of students who had good connection. Sufficient internet network for their students is a major problem setback for e-learning or online class. Without good way of connection with respect to internet, academic collaborations were not enhanced; without the use of online teaching platforms, students cannot collaborate far more than physically been in class. Such collaborations will not assist them in group research and efficient time management for academic attainments.
Awareness on COVID-19 had also statistically significant effect on delivering of online classes during lockdown COVID-19 pandemic. This implies that will help to locate out the data and information gaps among the students regarding the COVID-19 and the misconceptions and credulous beliefs popular in the society about it. It will also provide expressive data which may be useful for the concerned authority and planning institutions that prepare plans of programs to tackle the COVID-19 disease. Students who had awareness about COVID-19 pandemic odds ratio = exp (− 0.303) = 0.739 (95% CI 0.634, 0.861) times less likely to be negative attitudes towards delivering of online classes during lockdown COVID-19 pandemic compared students who had not awareness about COVID-19 pandemic.
Many of such platforms are readily available online; it is left for organizations to analyse the available systems and choose the best that suits their requirements considering the online methods of learning and teaching. Even though, favourite online methods had an important factor for attitudes towards delivering. The odds ratio of the favourite online methods exp (0.830) = 2.293 and exp (0.585) = 1.795 for e-books and videos respectively (adjusted other variables). This implies students whose favourite online methods e-books = 2.293 (95% CI 1.421, 3.701) times more likely to be negative attitudes towards delivering of online classes during lockdown COVID-19 pandemic compared all. Although students whose favourite videos, online methods of learning = 1.795 times more likely to be negative attitudes towards delivering of online classes during lockdown COVID-19 pandemic compared all. Overall, e-books and videos significantly affect than all on attitudes towards delivering of online classes during lockdown.
The key objective of the study is to assess the socio-demographic and related factors on the attitudes towards delivering of online classes during lockdown COVID-19 pandemic in India. Primary data were collected from a community-based, cross-sectional survey. Just the data collected from the respondents directly in a particular time. For this examination we utilized judgment sampling. We have used a sample of 150 participants. Accordingly, descriptive analysis (frequency distribution, cross-tabulation, and percentage) and binary logistic regression were used. Binary logistic regression was found to be the model that could be applied for the study to such a variable as the dependent could meet the assumptions that should be satisfied for methods to be fitted. The backward stepwise logistic regression started with a model with all the variables and excluded the variables with insignificant coefficients until the model was at its best predictive power. As a result of binary logistic regression, poor internet connection, awareness on COVID-19, enough sources of materials, recommends MOOC, favourite online methods, and satisfaction with online study are significant in the model or attitudes towards delivering of online classes during lockdown COVID-19 pandemic at 5% level of significance. The analysis of the significance of the logistic coefficients was done using likelihood ratio and Wald test. The model was considered to be valid since both the model fitting and the validation sample produced almost the same classification accuracy.
Change history
12 may 2021.
A Correction to this paper has been published: https://doi.org/10.1007/s42087-021-00196-0
Adnan, M. (2018). Professional development in the transition to online teaching: the voice of entrant online instructors. ReCALL, 30 (1), 88–111. https://doi.org/10.1017/S0958344017000106 .
Article Google Scholar
Arbaugh, J. B., Godfrey, M. R., Johnson, M., Pollack, B. L., Niendorf, B., & Wresch, W. (2009). Research in online and blended learning in the business disciplines: key findings and possible future directions. Internet and Higher Education, 12, 71–87
Beatty, B., & Ulasewicz, C. (2006). Faculty perception on movingfrom blackboard to the Moodle learning management system, TechTrends: Linking Research and Practice to Improve Learning, 50 (4), 36-45
Brecht, H., & Ogilby, S. M. (2008). Enabling a comprehensive teaching strategy: video lectures. Journal of Information Technology Education, 7 , IIP71-IIP86. Retrieved from https://www.jite.org/documents/Vol7/JITEV7IIP071-086Brecht371.pdf .
Gibson, S., Harris, M., & Colaric, S. (2008). Technology acceptance in an academic context: faculty acceptance of online education. Journal of Education for Business, 83 (6), 355–359
Grant, D. M., Malloy, A. D., & Murphy, M. C. (2009). A comparison of student perceptions of their computer skills and their actual abilities. Journal of Information Technology Education: 8 , 141–160. Retrieved from https://www.jite.org/documents/Vol8/JITEv8p141-160Grant428.pdf .
Kibaru, F. (2018).Supporting faculty to face challenges in design and delivery of quality courses in virtual learning environments. Turkish Online Journal of Distance Education, 19 (4), 176–197. https://doi.org/10.17718/tojde.471915 .
Knight, S. A. & Halkett, G. K. B. (2010). Living systems, complexity & information systems science. Paper presented at the Australasian Conference in Information Systems (ACIS-2010), Brisbane, Australia
Laurillard, D. (2002). Rethinking University Teaching . London: Routledge, https://doi.org/10.4324/9781315012940 .
Moore, M., & Kearsley, G. (2012). Distance education: A systems view of online learning . Belmont, CA: Wadsworth.
Google Scholar
Pfahl, D., Angkasaputra, N., Differding, C., & Ruhe, G. (2001): CORONET-Train: A methodology for web-based collaborative learning in software Organizations. In: Althoff, K.-D., Feldmann, R.L., & Müller, W. (eds.) LSO 2001. LNCS, vol. 2176, p. 37. Springer, Heidelberg
Rabe-Hemp, C., Woollen, S., & Humiston, G. (2009).A comparative analysis of student engagement, learning, and satisfaction in lecture hall and online learning settings. Quarterly Review of Distance Education, 10 (2), 207–218
Saadé, G. R., & Kira, D. (2009). The e-motional factor of e-learning. Journal of Asynchronous Learning Networks, 13 (4), 57-72
Shen, D., Laffey, J., Lin, Y. & Huang, X. (2006). Social influence for perceived usefulness and ease-of-use of course delivery systems. Journal of Interactive Online Learning, vol. 5, No. 3 , Winter. Retrieved [May 12, 2010] from https://www.ncolr.org/jiol/issues/PDF/5.3.4.pdf . In press
Shroff, R., & Vogel, D. (2009). Assessing the factors deemed to support individual student Intrinsic motivation in technology supported onlineand face-to-face discussions. Retrieved 7 December 2020, from https://doi.org/10.28945/160 .
Singh, A., Mangalaraj, G., & Taneja, A. (2010). "Bolstering teaching through online tools," Journal of Information Systems Education: Vol. 21 : Iss. 3 , 299-312. Available at: https://aisel.aisnet.org/jise/vol21/iss3/4
Smart, K.L. & Cappel, J.J. (2006). Students’ perceptions of online learning: A comparative study. Journal of Information Technology Education: Research, 5 (1), 201-219. Informing Science Institute. Retrieved December 7, 2020 from https://www.learntechlib.org/p/111541/ .
Unal, Z., & Unal, A. (2011). Evaluating and comparing the usability of web-based course management systems. Journal Of Information Technology Education: Research, 10, 019-038. https://doi.org/10.28945/1358 .
Wang, Y., Li, X. & Gu, R. (2004). Web-Based Adaptive Collaborative Learning Environment Designing, Springer-Verlag Berlin Heidelberg, LNCS 3143, 163168
Zhang, X., Luo, N., Jiang, D. X., Liu, H., & Zhang, W. (2004). Web-based collaborative learning focused on the Study of Interaction and Human Communication. Springer-Verlag, Berlin, Heidelberg, LNCS, 3143, 113–119
Download references
Author information
Authors and affiliations.
Department of Technical Education, IET, Dr A.P.J Abdul Kalam Technical University, Lucknow, India
Digvijay Pandey
Faculty of Management, Sharda University, Andijan, Uzbekistan
Gabriel A. Ogunmola
Department of Statistics, Mizan-Tepi University, Tepi, Ethiopia
Wegayehu Enbeyle
Department of Mathematics and Computer Science, Sule Lamido University, Jigawa State, Kafin Hausa, Nigeria
Marzuk Abdullahi
Department of IT, COT, Govind Ballabh Pant University of Agriculture and Technology, Uttarakhand, Pantnagar, India
Binay Kumar Pandey
Haldia Institute of Technology, Haldia, India
Sabyasachi Pramanik
You can also search for this author in PubMed Google Scholar
Corresponding author
Correspondence to Digvijay Pandey .
Ethics declarations
Conflict of interest.
The authors declare that they have no conflict of interest.
Ethical Approval
This article does not contain any studies with human participants or animals performed by any of the authors.
Additional information
Publisher’s note.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
The original version of this article unfortunately contained mistake. The affiliation address of Wegayehu Enbeyle should be changed to Department of Statistics, Mizan-Tepi University, Tepi, Ethiopia
Rights and permissions
Reprints and permissions
About this article
Pandey, D., Ogunmola, G.A., Enbeyle, W. et al. COVID-19: A Framework for Effective Delivering of Online Classes During Lockdown. Hu Arenas 5 , 322–336 (2022). https://doi.org/10.1007/s42087-020-00175-x
Download citation
Received : 28 September 2020
Revised : 25 November 2020
Accepted : 01 December 2020
Published : 30 January 2021
Issue Date : June 2022
DOI : https://doi.org/10.1007/s42087-020-00175-x
Share this article
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
- E-learning tools
- Online learning
- Binary logistic regression
Advertisement
- Find a journal
- Publish with us
- Track your research
The pandemic has had devastating impacts on learning. What will it take to help students catch up?
Subscribe to the brown center on education policy newsletter, megan kuhfeld , megan kuhfeld senior research scientist - nwea jim soland , jim soland assistant professor, school of education and human development - university of virginia, affiliated research fellow - nwea karyn lewis , and karyn lewis director, center for school and student progress - nwea emily morton emily morton research scientist - nwea.
March 3, 2022
As we reach the two-year mark of the initial wave of pandemic-induced school shutdowns, academic normalcy remains out of reach for many students, educators, and parents. In addition to surging COVID-19 cases at the end of 2021, schools have faced severe staff shortages , high rates of absenteeism and quarantines , and rolling school closures . Furthermore, students and educators continue to struggle with mental health challenges , higher rates of violence and misbehavior , and concerns about lost instructional time .
As we outline in our new research study released in January, the cumulative impact of the COVID-19 pandemic on students’ academic achievement has been large. We tracked changes in math and reading test scores across the first two years of the pandemic using data from 5.4 million U.S. students in grades 3-8. We focused on test scores from immediately before the pandemic (fall 2019), following the initial onset (fall 2020), and more than one year into pandemic disruptions (fall 2021).
Average fall 2021 math test scores in grades 3-8 were 0.20-0.27 standard deviations (SDs) lower relative to same-grade peers in fall 2019, while reading test scores were 0.09-0.18 SDs lower. This is a sizable drop. For context, the math drops are significantly larger than estimated impacts from other large-scale school disruptions, such as after Hurricane Katrina—math scores dropped 0.17 SDs in one year for New Orleans evacuees .
Even more concerning, test-score gaps between students in low-poverty and high-poverty elementary schools grew by approximately 20% in math (corresponding to 0.20 SDs) and 15% in reading (0.13 SDs), primarily during the 2020-21 school year. Further, achievement tended to drop more between fall 2020 and 2021 than between fall 2019 and 2020 (both overall and differentially by school poverty), indicating that disruptions to learning have continued to negatively impact students well past the initial hits following the spring 2020 school closures.
These numbers are alarming and potentially demoralizing, especially given the heroic efforts of students to learn and educators to teach in incredibly trying times. From our perspective, these test-score drops in no way indicate that these students represent a “ lost generation ” or that we should give up hope. Most of us have never lived through a pandemic, and there is so much we don’t know about students’ capacity for resiliency in these circumstances and what a timeline for recovery will look like. Nor are we suggesting that teachers are somehow at fault given the achievement drops that occurred between 2020 and 2021; rather, educators had difficult jobs before the pandemic, and now are contending with huge new challenges, many outside their control.
Clearly, however, there’s work to do. School districts and states are currently making important decisions about which interventions and strategies to implement to mitigate the learning declines during the last two years. Elementary and Secondary School Emergency Relief (ESSER) investments from the American Rescue Plan provided nearly $200 billion to public schools to spend on COVID-19-related needs. Of that sum, $22 billion is dedicated specifically to addressing learning loss using “evidence-based interventions” focused on the “ disproportionate impact of COVID-19 on underrepresented student subgroups. ” Reviews of district and state spending plans (see Future Ed , EduRecoveryHub , and RAND’s American School District Panel for more details) indicate that districts are spending their ESSER dollars designated for academic recovery on a wide variety of strategies, with summer learning, tutoring, after-school programs, and extended school-day and school-year initiatives rising to the top.
Comparing the negative impacts from learning disruptions to the positive impacts from interventions
To help contextualize the magnitude of the impacts of COVID-19, we situate test-score drops during the pandemic relative to the test-score gains associated with common interventions being employed by districts as part of pandemic recovery efforts. If we assume that such interventions will continue to be as successful in a COVID-19 school environment, can we expect that these strategies will be effective enough to help students catch up? To answer this question, we draw from recent reviews of research on high-dosage tutoring , summer learning programs , reductions in class size , and extending the school day (specifically for literacy instruction) . We report effect sizes for each intervention specific to a grade span and subject wherever possible (e.g., tutoring has been found to have larger effects in elementary math than in reading).
Figure 1 shows the standardized drops in math test scores between students testing in fall 2019 and fall 2021 (separately by elementary and middle school grades) relative to the average effect size of various educational interventions. The average effect size for math tutoring matches or exceeds the average COVID-19 score drop in math. Research on tutoring indicates that it often works best in younger grades, and when provided by a teacher rather than, say, a parent. Further, some of the tutoring programs that produce the biggest effects can be quite intensive (and likely expensive), including having full-time tutors supporting all students (not just those needing remediation) in one-on-one settings during the school day. Meanwhile, the average effect of reducing class size is negative but not significant, with high variability in the impact across different studies. Summer programs in math have been found to be effective (average effect size of .10 SDs), though these programs in isolation likely would not eliminate the COVID-19 test-score drops.
Figure 1: Math COVID-19 test-score drops compared to the effect sizes of various educational interventions
![online education during lockdown essay Figure 1 – Math COVID-19 test-score drops compared to the effect sizes of various educational interventions](https://i0.wp.com/www.brookings.edu/wp-content/uploads/2022/03/Figure-1-%E2%80%93-Math-COVID-19-test-score-drops-compared-to-the-effect-sizes-of-various-educational-interventions.png?fit=400%2C9999px&quality=1#038;ssl=1)
Source: COVID-19 score drops are pulled from Kuhfeld et al. (2022) Table 5; reduction-in-class-size results are from pg. 10 of Figles et al. (2018) Table 2; summer program results are pulled from Lynch et al (2021) Table 2; and tutoring estimates are pulled from Nictow et al (2020) Table 3B. Ninety-five percent confidence intervals are shown with vertical lines on each bar.
Notes: Kuhfeld et al. and Nictow et al. reported effect sizes separately by grade span; Figles et al. and Lynch et al. report an overall effect size across elementary and middle grades. We were unable to find a rigorous study that reported effect sizes for extending the school day/year on math performance. Nictow et al. and Kraft & Falken (2021) also note large variations in tutoring effects depending on the type of tutor, with larger effects for teacher and paraprofessional tutoring programs than for nonprofessional and parent tutoring. Class-size reductions included in the Figles meta-analysis ranged from a minimum of one to minimum of eight students per class.
Figure 2 displays a similar comparison using effect sizes from reading interventions. The average effect of tutoring programs on reading achievement is larger than the effects found for the other interventions, though summer reading programs and class size reduction both produced average effect sizes in the ballpark of the COVID-19 reading score drops.
Figure 2: Reading COVID-19 test-score drops compared to the effect sizes of various educational interventions
![online education during lockdown essay Figure 2 – Reading COVID-19 test-score drops compared to the effect sizes of various educational interventions](https://i0.wp.com/www.brookings.edu/wp-content/uploads/2022/03/Figure-2-%E2%80%93-Reading-COVID-19-test-score-drops-compared-to-the-effect-sizes-of-various-educational-interventions.png?fit=400%2C9999px&quality=1#038;ssl=1)
Source: COVID-19 score drops are pulled from Kuhfeld et al. (2022) Table 5; extended-school-day results are from Figlio et al. (2018) Table 2; reduction-in-class-size results are from pg. 10 of Figles et al. (2018) ; summer program results are pulled from Kim & Quinn (2013) Table 3; and tutoring estimates are pulled from Nictow et al (2020) Table 3B. Ninety-five percent confidence intervals are shown with vertical lines on each bar.
Notes: While Kuhfeld et al. and Nictow et al. reported effect sizes separately by grade span, Figlio et al. and Kim & Quinn report an overall effect size across elementary and middle grades. Class-size reductions included in the Figles meta-analysis ranged from a minimum of one to minimum of eight students per class.
There are some limitations of drawing on research conducted prior to the pandemic to understand our ability to address the COVID-19 test-score drops. First, these studies were conducted under conditions that are very different from what schools currently face, and it is an open question whether the effectiveness of these interventions during the pandemic will be as consistent as they were before the pandemic. Second, we have little evidence and guidance about the efficacy of these interventions at the unprecedented scale that they are now being considered. For example, many school districts are expanding summer learning programs, but school districts have struggled to find staff interested in teaching summer school to meet the increased demand. Finally, given the widening test-score gaps between low- and high-poverty schools, it’s uncertain whether these interventions can actually combat the range of new challenges educators are facing in order to narrow these gaps. That is, students could catch up overall, yet the pandemic might still have lasting, negative effects on educational equality in this country.
Given that the current initiatives are unlikely to be implemented consistently across (and sometimes within) districts, timely feedback on the effects of initiatives and any needed adjustments will be crucial to districts’ success. The Road to COVID Recovery project and the National Student Support Accelerator are two such large-scale evaluation studies that aim to produce this type of evidence while providing resources for districts to track and evaluate their own programming. Additionally, a growing number of resources have been produced with recommendations on how to best implement recovery programs, including scaling up tutoring , summer learning programs , and expanded learning time .
Ultimately, there is much work to be done, and the challenges for students, educators, and parents are considerable. But this may be a moment when decades of educational reform, intervention, and research pay off. Relying on what we have learned could show the way forward.
Related Content
Megan Kuhfeld, Jim Soland, Beth Tarasawa, Angela Johnson, Erik Ruzek, Karyn Lewis
December 3, 2020
Lindsay Dworkin, Karyn Lewis
October 13, 2021
Education Policy K-12 Education
Governance Studies
Brown Center on Education Policy
Dina Buchbinder, Kathy Hirsh-Pasek
July 18, 2024
Ghulam Omar Qargha, Rachel Dyl
Online Only
10:00 am - 12:30 pm EDT
- Education Theory for Online Learning Words: 590
- Information Technology Enabled Online Learning Words: 1099
- Pros and Cons of Online Learning Words: 1102
- Online Learning vs. In-Person Learning Words: 580
- Online Learning Technologies Words: 842
- Theories, Tools, and Principles of Online Learning Words: 832
- Why More and More Students Are Taking Online Classes? Words: 588
- Online Learning and Education Course Reflections Words: 559
- Distance Learning: Advantages and Disadvantages Words: 2754
- Benefits, Challenges, and Opportunities of Distance Learning Words: 2787
Online Learning During the Pandemic
Today’s rapid shift in the traditional patterns of social lifestyle caused by the COVID-19 pandemic outbreak has resulted in the necessity to define possible approaches to living a full-scale life while respecting the need for social distancing. Thus, one of the major challenges in the context was to define the patterns of work and education process during the global lockdown. When it comes to the notion of education, the process of online learning has become a salvation to the problem of education access and efficiency. The definition of online learning stands for an umbrella term that encompasses a series of machine-learning techniques that allow learners to acquire relevant knowledge with the help of technology in a certain sequence [1]. Although the process of online learning has become widely popular due to an ongoing emergency, the term genesis can be traced back to decades prior to COVID-19, as machine learning is also regarded as a scientific outbreak besides being an urgent problem solution [2]. Thus, once the necessity of technological intervention in education became an absolute necessity, there had already been a variety of devices and software applications to implement.
Over the times of the pandemic, the concept of educational technology (EdTech) has become widely popular with software developers and investors. In fact, EdTech, despite a relatively long existence in the market, has now introduced a variety of software applications like Classplus and Edmingle that would facilitate the process of education in both developing and developed countries [3]. Moreover, the already existing educational sources powered by Microsoft and Google are also of great efficiency for today’s learners, as their plain yet efficient design helps students accommodate quickly to the process. Hence, taking everything into consideration, it might be concluded that the process for online education that was rapidly facilitated by a pandemic outbreak is likely to develop greatly over the next few years, creating a full-scale competition for conventional patterns of learning.
S. C. H. Hoi, D. Sahoo, J. Lu, and P. Zhao. “Online learning: A comprehensive survey,” SMU Technical Report , vol. 1, pp. 1-100, 2018.
A. Muhammad, and K. Anwar. “Online learning amid the COVID-19 pandemic: Students’ perspectives.” Online Submission , vol. 2, no. 1, pp. 45-51, 2020.
D. Shivangi. “Online learning: A panacea in the time of COVID-19 crisis.” Journal of Educational Technology Systems , vol. 49, no.1, pp. 5-22, 2020.
Cite this paper
- Chicago (N-B)
- Chicago (A-D)
StudyCorgi. (2022, February 16). Online Learning During the Pandemic. https://studycorgi.com/online-learning-during-the-pandemic/
"Online Learning During the Pandemic." StudyCorgi , 16 Feb. 2022, studycorgi.com/online-learning-during-the-pandemic/.
StudyCorgi . (2022) 'Online Learning During the Pandemic'. 16 February.
1. StudyCorgi . "Online Learning During the Pandemic." February 16, 2022. https://studycorgi.com/online-learning-during-the-pandemic/.
Bibliography
StudyCorgi . "Online Learning During the Pandemic." February 16, 2022. https://studycorgi.com/online-learning-during-the-pandemic/.
StudyCorgi . 2022. "Online Learning During the Pandemic." February 16, 2022. https://studycorgi.com/online-learning-during-the-pandemic/.
This paper, “Online Learning During the Pandemic”, was written and voluntary submitted to our free essay database by a straight-A student. Please ensure you properly reference the paper if you're using it to write your assignment.
Before publication, the StudyCorgi editorial team proofread and checked the paper to make sure it meets the highest standards in terms of grammar, punctuation, style, fact accuracy, copyright issues, and inclusive language. Last updated: February 16, 2022 .
If you are the author of this paper and no longer wish to have it published on StudyCorgi, request the removal . Please use the “ Donate your paper ” form to submit an essay.
Click through the PLOS taxonomy to find articles in your field.
For more information about PLOS Subject Areas, click here .
Loading metrics
Open Access
Peer-reviewed
Research Article
Student’s experiences with online teaching following COVID-19 lockdown: A mixed methods explorative study
Roles Conceptualization, Data curation, Investigation, Methodology, Project administration, Writing – original draft, Writing – review & editing
* E-mail: [email protected]
Affiliation Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway
![online education during lockdown essay ORCID logo](https://journals.plos.org/resource/img/orcid_16x16.png)
Roles Conceptualization, Formal analysis, Investigation, Methodology, Writing – review & editing
Roles Formal analysis, Investigation, Methodology, Writing – review & editing
Affiliation Department of Primary and Secondary Teacher Education, Faculty of Education and International Studies, Oslo Metropolitan University, Oslo, Norway
Roles Investigation, Methodology, Writing – review & editing
Roles Data curation, Formal analysis, Investigation, Methodology, Writing – review & editing
- Kari Almendingen,
- Marianne Sandsmark Morseth,
- Eli Gjølstad,
- Asgeir Brevik,
- Christine Tørris
![online education during lockdown essay PLOS](https://journals.plos.org/resource/img/logo-plos.png)
- Published: August 31, 2021
- https://doi.org/10.1371/journal.pone.0250378
- Reader Comments
The COVID-19 pandemic lead to a sudden shift to online teaching and restricted campus access.
To assess how university students experienced the sudden shift to online teaching after closure of campus due to the COVID-19 pandemic.
Material and methods
Students in Public Health Nutrition answered questionnaires two and 12 weeks (N = 79: response rate 20.3% and 26.6%, respectively) after the lockdown in Norway on 12 March 2020 and participated in digital focus group interviews in May 2020 (mixed methods study).
Findings and discussion
Two weeks into the lockdown, 75% of students reported that their life had become more difficult and 50% felt that learning outcomes would be harder to achieve due to the sudden shift to online education. Twelve weeks into the lockdown, the corresponding numbers were 57% and 71%, respectively. The most pressing concerns among students were a lack of social interaction, housing situations that were unfit for home office purposes, including insufficient data bandwidth, and an overall sense of reduced motivation and effort. The students collaborated well in digital groups but wanted smaller groups with students they knew rather than being randomly assigned to groups. Most students agreed that pre-recorded and streamed lectures, frequent virtual meetings and student response systems could improve learning outcomes in future digital courses. The preference for written home exams over online versions of previous on-campus exams was likely influenced by student’s familiarity with the former. The dropout rate remained unchanged compared to previous years.
The sudden shift to digital teaching was challenging for students, but it appears that they adapted quickly to the new situation. A lthough the concerns described by students in this study may only be representative for the period right after campus lockdown, the study provide the student perspective on a unique period of time in higher education.
Citation: Almendingen K, Morseth MS, Gjølstad E, Brevik A, Tørris C (2021) Student’s experiences with online teaching following COVID-19 lockdown: A mixed methods explorative study. PLoS ONE 16(8): e0250378. https://doi.org/10.1371/journal.pone.0250378
Editor: Mohammed Saqr, KTH Royal Institute of Technology, SWEDEN
Received: September 30, 2020; Accepted: April 6, 2021; Published: August 31, 2021
Copyright: © 2021 Almendingen et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Data Availability: All relevant data are within the manuscript and its Supporting Information files.
Funding: The author(s) received no specific funding for this work.
Competing interests: The authors have declared that no competing interests exist.
Introduction
The Coronavirus 2019 (COVID-19) pandemic has caused extraordinary challenges in the global education sector [ 1 , 2 ]. Most countries temporarily closed educational institutions in an attempt to contain the spread of the virus and reduce infections [ 3 ]. In Norway, the move to online teaching and learning methods accelerated as a consequence of the physical closure of universities and university colleges on 12 March 2020 [ 4 ]. Education is better implemented through active, student-centered learning strategies, as opposed to traditional educator-centered pedagogies [ 5 , 6 ]. At the time of the COVID-19 outbreak, the decision to boost the use of active student-centered learning methods and digitalisation had already been made at both the governmental and institutional levels [ 7 , 8 ] because student-active learning (such as use of student response systems and flipping the classroom) increase motivation and improve learning outcomes [ 5 , 7 , 9 ]. However, the implementation of this insight was lagging behind. Traditional educator-centered pedagogies dominated higher education in Norway prior to the lockdown, and only 30% of academic teachers from higher institutions reported having any previous experience with online teaching [ 4 ]. Due to the COVID-19 lockdown, most educators had to change their approaches to most aspects of their work overnight: teaching, assessment, supervision, research, service and engagement [ 4 , 10 ].
Bachelor’s and master’s in Public Health Nutrition (PHN) represents two small-sized programmes at Oslo Metropolitan University (OsloMet). PHN is defined as ‘the application of nutrition and public health principles to design programs, systems, policies, and environments that aims to improve or maintain the optimal health of populations and targeted groups’ [ 11 , 12 ]. Traditional teaching methods dominated on both programs during winter 2020. Following the lockdown, online learning for the continuation of academic activities and the prevention of dropouts from study programmes in higher education were given the highest priority. Due to an extraordinary effort by both the administrative and academic staff, digital alternatives to the scheduled on-campus academic activities were offered to PHN students already in the first week following lockdown. The scheduled on-campus lectures were mainly offered as live-streamed plenary lectures lasting 30–45 minutes, mainly using the video conferencing tool Zoom. Throughout the spring semester educators received training in digital teaching from the institution and increasingly made use of online student response systems (such as Padlet and Mentimeter) as well as tools to facilitate digital group-work (Zoom/Microsoft Teams). Non-theoretical lectures (e.g. cooking classes), were cancelled, and face-to-face exams were re-organized into digital alternatives in order to ensure normal teaching operations. Several small tweaks were employed to minimize dropout. There was no time for coordinating the different courses with regards to the types of online teaching activities, exams and assessments. Social media, i.e Facebook, and SMS were the primary communication channels the first week after lockdown. The use of learning management systems (LMS) Canvas and digital assessment system, Inspera, remained mainly unchanged. Due to the new situation, the deadline for the submission of bachelor theses was postponed by 48 hours. In addition, bachelor students submitting their thesis where given permission to use the submission deadline for the deferred exam in August as their ordinary exam deadline. The deadline for the submission of master theses was extended by one week, but all planned master exams were completed by the end of June, including oral examinations using Zoom instead of the traditional face-to-face examinations on campus. Even though most of the new online activities where put in place with limited regard for subtle nuances of pedagogical theory, and did not allow for much student involvement, the dropout rate from PHN programs remained unchanged compared to previous years. PHN is a small-sized education with close follow up of students. However, although the students experienced a digital revolution overnight, we know little about how they experienced the situation after the university closed for on-campus activities.
Accordingly, the purpose of this study was to assess how Norwegian PHN students experienced the shift to digital teaching following campus lockdown. Students were also asked to provide feedback on what might improve the learning outcomes in future online lectures and courses.
Design and sampling
This study utilised a mixed methods cross-sectional design, where quantitative and qualitative methods complemented each other. An invitation to participate was sent out to 79 eligible students via multiple channels (Facebook, Teams, Zoom, LMS Canvas, SMS), with several reminders. The only eligibility criteria was being a student in PHN during spring 2020. All students received the quantitative survey. Due to few students eligible for each focus group interview, all who wanted to participate were interviewed/included. The invited students were in their second-year (n = 17) and third-year (n = 28) bachelor’s and first-year (n = 13) and second-year (n = 21) master’s programme at PHN in the Faculty of Health Sciences at OsloMet. The response rate was 16/79 (20.3%) and 21/79 (26.6%). Two focus group interviews were scheduled in each class (a total of 8) but only 4 interviews were conducted. The research team was heterogeneously composed of members with both pedagogical and health professional backgrounds.
Online questionnaire
To the best of our knowledge, this study was the first “corona” study at our Faculty. No suitable national or international questionnaire had been developed and /or validated by March 2020. Hence, online questionnaires for the present study were designed virtually ‘over-night’. The questions were however based on experiences from a large-scale interprofessional learning course using the blended learning approach at OsloMet [ 13 , 14 ] and specific experiences that academic staff in Norway reported during the first week of teaching during the lockdown [ 4 ]. The questionnaires were based on an anonymous self-administrated web survey ‘Nettskjema’ [ 15 ]. ‘Nettskjema’ is a Norwegian tool for designing and conducting online surveys with features that are customised for research purposes. It is easy to use, and the respondents can submit answers from a browser on a computer, mobile phone or tablet. During the first week after lockdown, the questionnaire was sent out to university colleagues and head of studies and revised accordingly. The questionnaires were deliberately kept short because the response rate is generally low in student surveys [ 16 ]. Ideally, we should have pretested and validated the questionnaires, but this was not possible within the short-time frame after lockdown. Items were measured on a five-level ordinal scale (Likert scale 0–5). The two forms contained both numerical and open questions, permitting both quantitative and qualitative analyses. The first questionnaire was sent out to the students on 25 March 2020 (two weeks after the closure of university campus; students were asked to submit their answers during the period from 12 March until the link was closed at Easter Holiday), and the second questionnaire was sent on 3 June 2020 (12 weeks after closure; students were asked to submit their answers during the period after Easter and until the end of the spring semester). The questionnaires were distributed as web links embedded in the LMS Canvas application. Because live-streamed lectures were offered primarily through Zoom during the first weeks, students were not asked about interactive digital teaching and tools in the first questionnaire. At the end of both questionnaires, the students were asked what they believed could improve the learning experience in future online education. The qualitative part consisted of text answers to open questions from the two electronic questionnaires.
Digital focus group interview
To capture meaningful insights into the participants experiences, we conducted digital focus group interviews [ 17 ], aiming to conduct one digital focus group interview in each class. PHN is a small sized education, and the teachers know all the students. The focus group interviews were therefore performed by two external independent researchers (EG and CT) who are not directly involved in the PHN education and had no prior knowledge to the students. The two interviewers (moderators) were middle-aged female teachers working in the university, and both have significant experience in digitalizing education. They were presented to the participants as researchers from the university. The report of this study was guided by the consolidated criteria for reporting qualitative research (COREQ). The interviews were conducted via the video conferencing system Zoom during May 2020, following internal guidelines [ 18 ]. In the focus group interviews, the participants reflected on their own experiences, and the moderator guided the discussion using a semi-structured interview guide. This guide was prepared based on the research questions. One pilot interview was conducted, which resulted in some minor changes to the interview guide. The results from the pilot interview are not included in the results. The focus group interviews lasted for approximately one hour, and five students were invited to each focus group interview. The interviews were not recorded, but the moderator took notes, ensuring that the participants remained anonymised.
Data analysis
Quantitative data are described descriptively with numbers and percentages. Apart from re-categorization of response categories, no statistical analysis was performed. Quantitative data were extracted directly from the survey system. Answers in categories 0 or 1 were categorised as ‘Disagree/slightly agree’, answers in categories 2 or 3 were categorised as ‘Somewhat agree’ and answers in categories 4 or 5 were categorised as ‘Agree’. Qualitative data were analysed using systematic text condensation (STC), inspired by Giorgi’s phenomenological approach and modified by Malterud [ 17 ]. First, the entire texts (from the interviews) were read to get an overall impression, and preliminary themes were derived from the interviews. Then, meaning units, such as sentences and words, were identified and connected with the preliminary theme to elucidate the study question. The meaning units were then coded and systemized into groups, so that meaning could be abstracted from the different code groups. Finally, the meanings of the various units were summarised. The qualitative data from the questionnaire were then extracted by the moderators, and the words and sentences were identified and abstracted. In order to ensure quality, the notes from the focus group interviews and the text answers from the questionnaires were reviewed by both moderators.
Ethical considerations
All participants gave their informed consent. The questionnaires did not include questions about personal health information or sensitive data. The quantitative data were collected through an anonymous web survey using ‘Nettskjema’ [ 15 ]. Internal routines at OsloMet for using Zoom in research interviews were applied [ 18 ]. In the interviews, the participants provided their written consent in the chat without their names and remained anonymous. The data protection was approved by the Norwegian Centre for Research Data (NSD, reference no. 846363), as PHN is a small-sized study programme and because Zoom was used for the digital focus group interviews.
Quantitative data
There were 16 (20.3%) and 21 (26.6%) students who answered the questionnaires two and 12 weeks after lockdown, respectively ( Table 1 ). Both samples had an even distribution of bachelor and master students.
- PPT PowerPoint slide
- PNG larger image
- TIFF original image
https://doi.org/10.1371/journal.pone.0250378.t001
Among the respondents two and 12 weeks after lockdown, 7/16 students (44%) and 9/21 students (43%) reported having previous experience with online learning, respectively ( Table 1 ). After two weeks of forced online education, 8/16 students (50%) expected that their learning outcomes would be inferior with online education compared to their pre-COVID-19 education at campus. After 12 weeks, 15/ 21 students (71%) expected that their learning outcome would be lower, and, notably, none of the students expected that it would be higher. On both occasions, most students reported that studying had become more difficult compared to the time before the pandemic.
Several of the identified challenges with online education were reported by more than 50% of the students, and there was an uneven spread across categories of answers (Tables 2 and 3 ). Only one of 16 students (6%) agreed that they needed to increase their digital competence, but approximately half reported having technical challenges at home. All of the students agreed that the lack of contact with other students was a challenge. However, after 12 weeks, the lack of contact with academic staff seemed to pose less of a challenge.
https://doi.org/10.1371/journal.pone.0250378.t002
https://doi.org/10.1371/journal.pone.0250378.t003
After 12 weeks, 20/21 students (95%) agreed that their motivation and effort had been reduced. At the same time, all students wanted to return to campus. Only 5/21 (24%) reported that their learning outcomes had not deteriorated.
Suggestions for how to increase learning outcome in future digital courses
Two weeks after lockdown, most students answered that the use of different components of online education would improve the learning outcomes in a future online course ( Table 4 ). Regarding participation in digital group work, there was a nearly even spread across the different categories of answers. Finally, participants preferred written home exams and feedback over the digital options suggested ( Table 5 ).
https://doi.org/10.1371/journal.pone.0250378.t004
https://doi.org/10.1371/journal.pone.0250378.t005
After 12 weeks of (forced) online teaching, more ambivalence toward the use of digital learning tools could be detected ( Table 6 ). However, the proportion of students who agreed that digital group work would increase the learning outcomes seemed unchanged (around 1/3 of both samples). In line with the findings obtained only two weeks after lockdown, written submissions and feedback seemed to be preferable to digital exam options ( Table 7 ).
https://doi.org/10.1371/journal.pone.0250378.t006
https://doi.org/10.1371/journal.pone.0250378.t007
After 12 weeks, 16/21 students (76%) agreed that social interaction plays a role in learning outcomes and well-being ( Table 8 ), and an equal proportion agreed that it was important that everyone had their camera on during teaching.
https://doi.org/10.1371/journal.pone.0250378.t008
There were 15/21 students (71%) who agreed that their digital competence and interest in digital teaching methods had increased while 6/21 students (29%) disagreed with this statement.
Qualitative data
In total, there were four master students who participated in digital focus group interviews (on two different occasions, with three students and one student in the groups, respectively).
Digital lectures.
The students were satisfied with the teaching and reported that the lecturers were competent in arranging online teaching. The lecturers were also good at adapting to the students’ wishes regarding teaching. Lectures that were streamed live (synchronous classes) were preferred over recordings (asynchronous). One student said it was a privilege to still be able to study even though the university campus was closed due to corona and all the lectures were digital. The students expressed that it is an advantage if the lecturer has digital competence to ensure that the lecture runs smoothly without digital/technical problems, or if there is a co-host who can assist. Technical competence is also important when invitation links are sent out. It signals that the student group is well taken care of. The informants described a course co-ordinator as a person with a good overview and sense of responsibility—someone who is good at structure and order. These qualities were highlighted as important in a fully digitalised teaching program.
The students did not support compulsory attendance, as it would reduce the feeling of freedom that most students value. If learning activities were compulsory, students felt it might also present challenges in dealing with their children and part-time work. The students expressed that most of their fellow students were present in lectures that went live on Zoom. One student stated that live digital lectures were best because it was easier to ask questions. When using a flipped classroom or recordings, the questions must be written down and asked afterwards, but both options (flipped classroom and live streaming) were perceived as fine.
Interestingly, the qualitative results from the questionnaire indicated that some students found it easy to ask questions, while others thought it had become more difficult. According to one student, ‘As long as we have the opportunity to ask questions online, I think it will go just fine. I commute three hours per school day to get to and from school, so I feel I have more time to work with school now that the lecture is online’.
One of the informants thought that interaction was challenging, and it did not feel as natural to ask questions in online classes. ‘Raising your hand’ was not perceived to be as easy as in the face-to-face setting on campus, which could mean that the students did not always get answers to their questions.
The students’ indicated that recorded lectures should not be longer than one hour, as it is easy to lose focus, and one must rewind the recordings. For live online lectures, two hours was deemed fine, and they were perceived as fun to watch. However, each session of the live online lectures should not be longer than 45 minutes.
The online teaching (mainly in the form of synchronous plenum lectures originally intended as on-campus lectures) was challenging in the beginning because some students fell out of the digital rooms due to technical reasons, but it got better over time. Some students experienced poor bandwidth, which led to them not being able to turn on their camera and reduced sound quality. One student stated that poor internet quality was something he could not do anything about, but it resulted in a non-optimal learning situation. It was suggested that using a flipped classroom/recorded lectures in the first weeks after lockdown could have solved this problem.
The respondents pointed out that the use of several conference systems/channels in addition to LMS Canvas provided a poor overview and ineffective communication, and they would prefer a single learning platform. The students were unsure how to contact their teachers in the first weeks after lockdown due to the use of several platforms. Even with a single contact channel (LMS), the students found that the threshold barrier for sending questions to the teacher through email was high.
When asked what they thought about ‘black screens’ (students turning off the camera), several answered that this reduced the quality of communication between the lecturer and student. The lecturer missed affirmative nods from students, and the students also likely missed parts of the communication when the camera was turned off. In some of the lectures, all of the students were encouraged to keep the camera on, and some of the lecturers asked the students questions to initiate two-way communication. The students expressed that it was nice to see the other attending students on video. Furthermore, the participants felt that the lecturers mainly engaged the students who had their camera on. However, several students said that they turned off their cameras during the lectures because the session was being recorded. Another stated that having the camera on was particularly useful when having discussions in digital groups. The students who participated in the survey wished for more recorded lectures, indicating that their lecturers did not do this often.
One of the informants assumed that she would have turned off the camera when recording the lecture, and she thought she had not contributed much. She would have to consider whether a question was ‘stupid’ before asking it, and probably she had not asked any questions at all. She thought this was due to habit, and she indicated that one might get used to being recorded. That is, if recording had been the norm and she had become accustomed to it, it would have been easier to relate to.
All of the informants agreed that presentations with audio were useful, as the material could be repeated by rewinding to the desired location. They also reported that it sometimes took a while for the teachers to post such files, even though the students found these learning resources very useful.
They noticed an increased attendance rate among their peers in the online lectures, which they perceived as positive. The reason for the increased attendance, they believed, was that many students have to make a long trip to attend class, and the threshold for participating had become lower now that all teaching was online. This was supported by the qualitative results from the questionnaire, where a student said, ‘I commute several hours per school day to get to and from school, so I feel I have more time to work with school now that the lecture is online’.
However, one of the informants pointed out that it is important for students to be able to talk to each other when the lecturer is not present, that group activities should be arranged and that they should be provided with opportunities for voluntary meetings on campus in their spare time. One of the informants believed it to be important that the students themselves have a responsibility to address the learning environment and initiate meetings in both academic and social arenas. One felt that it was not desirable that the university was responsible for social contact between peers. It was suggested that time could be set aside, for example, after teaching, so that only students could talk together. It was expressed that in order to preserve social aspects in digital teaching and learning, the first meeting should be on campus. A mentor scheme was suggested, where former students could give tips and advice on how to function as a ‘digital student’.
Digital group work.
The students expressed that they mainly collaborated well in digital groups (breakout rooms). Communication usually worked well with both the teacher and peers in these digital rooms. Nevertheless, some students reported that group work was not effective when it was carried out in ‘breakout rooms’. The students felt that the allocated time for group work was too short for collaboration, and some of the time was spent on technical challenges. There were also some students who withdrew from the group work, which the respondents believed was because some were shy. One student said that discussions during group work paid off and that communication worked well, but it was a pity that so few students participated. Getting to know the others in the group well was also deemed to be important for the level of collaboration and professional discussions. The students did not like to be randomly assigned into groups. However, they expressed that it would be advantageous to plan for more group work in smaller groups.
Another positive effect of online teaching the students highlighted was the increased amount of written feedback from lecturers on work submitted voluntarily. The students perceived that this was offered as a compensation for shorter teaching sessions.
One of the respondents thought that it was important to socially interact with peers and missed having lunch with fellow students. Others felt that there had not been many social gatherings in the group previously, and so they did not experience the absence of fellow students as a great loss. They also pointed out that students who had met each other physically at an earlier time had a different starting point in online meetings and for online education. One student stated, ‘Getting to know new peers digitally feels weird’. Furthermore, one of the informants pointed out that most people have a general need for physical contact, and that touching and eye-to-eye contact is important.
Motivation.
Some of the students were more motivated to participate in online learning activities, yet it was perceived to require greater effort to stay motivated and ‘in the course’. Some students work alongside their studies and thus do not attend classes, and others have children who must be tended to. Some indicated that student response systems such as Mentimeter, Quizlet, Padlet, Kahoot! and the use of polls was motivating factors, but it depended on the context in which they were used. Some of the students reported that they especially liked Kahoot, but it was important that the use of such response systems was done in a structured way. They expressed that they liked the teaching programme, which consisted of an introductory video and teaching in which the basics were presented, followed by group work and finally teaching, where the teacher went more in depth. This approach made it easier to follow the teaching and to ask questions.
The students said it was good for motivation when an overview of the course content was published, as it contributed to predictability and more people participate when they know what is planned.
Nevertheless, the qualitative results from the questionnaire indicated that it was difficult to get an overview of everything that needed to be done. It could be challenging to concentrate and have self-discipline due to many distractions, which reduced the students’ motivation. Several students expressed that they felt alone in their studies, and it was difficult to feel alone with the responsibility for learning the curriculum. One student wrote that there was considerable uncertainty, which negatively affected concentration, and that the COVID-19 crises was a difficult time for everyone.
Overall, these students were satisfied with the ad hoc online teaching after the lockdown, although they experienced self-perceived reduced learning outcomes compared to the pre-pandemic situation. It appears that they adapted quickly to the new situation, but they also reported difficulties with the transition to new teaching methods. Based on both the surveys and interviews, the most pressing concerns among students were a lack of social interaction, housing situations that were unsuitable for home office purposes, including insufficient data bandwidth, and a sense of reduced motivation and effort. PHN is a small sized education which enables close contact between educators and students. The low student volume might explain why the dropout rate from the bachelor and master programs remained unchanged compared to that in previous years.
Receiving teaching, supervision, exams and assessments solely through online solutions was a new experience for these students. Apart from a 15-credit mandatory bachelor course offered as hybrid learning (7), traditional teaching methods still dominated the bachelor and master study programmes of PHN in winter 2020. Importantly, the students evaluated the ad hoc solutions offered during the chaotic spring of 2020 rather than a well-planned, high-quality online education using student-active methods [ 5 ]. Teachers switched to online teaching without any time to learn the technology, or standard quality online teaching practices [ 4 ]. They had many years of experience teaching in -person, and they had arranged their lessons and interactive elements around this mode of learning. Alternatively, they had very little experience teaching online. The students’ experiences in these online learning environments, which were thrown together at the last minute, are not necessarily indicative of students’ experiences in a quality online course based on principles from Quality Matters online education [ 19 ].
Although the students reported reduced learning outcomes after 12 weeks dominated by synchronous live-streamed lectures lasting for 30–45 minutes on Zoom, they had positive attitudes toward use of digital learning materials and tools in future online courses. For asynchronous lectures, the rule of thumb in online education is less than 10–15 minutes [ 19 ]. Although lectures of 45 minute duration is far beyond what is recommended for digital teaching [ 19 ], the students responded based on their recent experiences where many teachers, for reasons of feasibility, conducted their planned on-campus lectures digitally shortly after lockdown. Some of the students also reported that they especially liked Kahoot, however, since we wanted to keep the research questionnaire short, we did not ask more in detail for concrete digital tools. A pre-corona study from OsloMet reported that physiotherapy students’ attitudes toward a flipped classroom intervention were mainly positive, although the academic outcomes from the final exam were similar to those in previous years [ 20 ]. Further, in a recent large-scale pre-COVID-19 blended learning interprofessional course conducted a few weeks ahead of the lockdown, first-year bachelor’s students at OsloMet reported positive perceptions of the blended learning approach, using only short video clips (less than 10 minutes) [ 21 ]. Approximately 3/4 of the students in that study disagreed that virtual group discussions resulted in better learning outcomes than face-to-face group discussions. The present data do not conflict with the findings from that larger-scale study.
The students expressed in various ways that online teaching with a lack of social interaction leads to worse learning outcomes and lower levels of motivation and well-being. Concerns about lack of face-to-face contact may have been aggravated by the stressful situation, and contentment with teaching methods would likely improve if teachers had been able to integrate the appropriate elements in a fully digitalized course. Face-to-face interactions provide the foundation for social communication, the lack of which can be viewed as a critical disadvantage of online learning [ 5 ]. Face-to-face training may be particular crucial for candidates expected to have communication skills, such as nutritionists [ 11 , 12 , 22 – 24 ]. The ad hoc solutions for teaching offered during the 2020 spring term were thus not in agreement with the suggested conceptual dimensions, which allow students to expand their knowledge beyond the intended learning outcome established by the teacher: motivation and attention [ 5 ].
The students expressed concerns that are common in traditional in‐class teaching as well, and such issues should not be overlooked in online teaching [ 25 , 26 ]: insufficient pre‐class study preparation, limited participation and inadequate depth in class discussions. Quality of education lies in the knowledge, skills and expertise that are conveyed as well as in the manner in which they are communicated and learned [ 7 , 26 ]. In different ways, the students’ responses revolved around central quality aspects, such as learning objectives, content, programme design, adaptation, teaching, work methods, supervision and forms of assessment [ 7 ]. These findings are in agreement with other studies on COVID‐19 and education [ 4 , 25 , 27 ].
The students stated that they received insufficient information about the exams. This is understandable because staff initially did not know how the different exams would be digitally transformed in spring term 2020. Asked about exam preferences students said that they preferred longer written exams at home, over old campus-style exams, with short timelines, adapted to an online format. They also preferred multi-day written home exams over potential alternatives such as video or podcasts, which none of them had tried before. It should be noted that they had limited experience with digital options. Student-produced podcast and video have been used as formative assessment forms at our university [ 14 ], but to lesser extent as formative assessment forms. The preference for written home exams over digital options was thus likely influenced by student’s familiarity with the former since no exams during this time-period were in the form of podcast or video. Feedback and guidance from academic staff have been found to be key aspects of study quality, and good feedback contributes to increased motivation and improved learning outcomes (6). Exam uncertainty causes undue stress, and thus a key recommendation during the transition to online learning is to ensure that all information about exams is communicated to the students clearly and in a timely manner [ 27 ].
‘Black screens’ do not necessarily reflect individuals lack of motivation and attention or embarrassment, but they may reflect a lack of digital training among freshmen or technical issues, such as poor bandwidth. Broadband bandwidth overload issues and a lack of suitable equipment will probably not be significant problems in Norway in the future. The students suggested that both flipped classrooms and live streaming should be used in future online courses. Flipping the classroom [ 9 ] ahead of live streaming, with the possibility for the students to write down questions during the live streaming or afterward in a seminar, increases flexibility. Asynchronous tools may be utilised to support students to work at different times. We cannot overlook the possibility that new students might have needs that differ from those of senior students in terms of getting accustomed to online education. Nevertheless, our date indicates that clarification of expectations constitutes an important success criteria for online teaching, especially when it comes to group work and formative and summative assessment [ 4 , 27 ].
The closure of campus may have unknown implications for society in both the short and long term [ 28 – 30 ], including impacts on educational quality and the mental health of students and academic staff [ 31 ]. If students are unable to study effectively for some unknown reason, it will make online learning ineffective, regardless of educational quality. The situation after the lockdown in Norway was confusing, and many students lost their jobs and moved back in with their parents [ 4 ]. We did not collect person-sensitive data, and thus we know little about these students’ circumstances. The dropout rate remained nearly unchanged among these students as compared to previous years. Being a small-sized education, the staff were able to follow-up each student individually using digital videoconference tools, such as Zoom and Teams. In the future, more sustainable approaches should be developed, for example, by increasing peer-to-peer interactions and through mentoring programs [ 1 ]. Reducing dropout and increasing completion rates was a strategic goal for higher education before the lockdown [ 29 ], and we do not know the impact of the lockdown on future dropout and completion rates. The high dropout rate from Massive Open Online Courses (MOOCs) has been a major concern of researchers and educators over the years [ 32 ]. Although some universities worldwide had already started offering MOOC-based undergraduate degrees before the COVID-19 pandemic [ 32 ], most MOOCs do not lead to degrees. The online courses offered in spring 2020 after the lockdown were mandatory courses leading to degrees, and thus they were not directly comparable to the voluntary MOOCs. However, such issues are premature for consideration in the present study. OsloMet is currently participating both in the future ‘The COVID-19 Multi-Country Student Well-being Study’[ 33 ] and the ‘Corona and Campus’ study [ 34 ]. The ‘Corona and Campus’ study has secondary outcomes related to teaching satisfaction and learning outcomes, and such data will have the power to inform future decision-making [ 30 ]. However, the present data were collected shortly after the national lockdown due to the COVID-19 pandemic on aspects of digitalisation relevant to the (post)-pandemic situation.
Strengths and weaknesses of the study
This study has several strengths. The most important strength is data collection shortly after a national lockdown due to the COVID-19 pandemic. The combined use of both quantitative and qualitative approaches enabled different perspectives to be captured and adds strength to the study. The triangulation allowed us to identify aspects more accurately and helped to offset the weaknesses of each approach alone. Group dynamics in focus group interviews can help bring out nuances in the data material beyond the answers to the predefined quantitative questions in the electronic questionnaires [ 17 ]. Another strength was the research team consisting of both external moderators providing objectivity, lack of vested interest and a fresh perspective, and internal evaluators who were familiar with the education and the students. One limitation is using a questionnaire which was not pre-tested or validated. However, due to time constraints shortly after campus lockdown following the COVID-19 outbreak, it was not possible to perform pre-testing or validation of the instruments used in the present study. Many of the necessary ad hoc changes to the course plans and exams (spring semester 2020) had yet to be made and decided upon when the present study was initiated, even when the first questionnaire was sent out before Easter 2020. The candidates actual achieved learning outcomes and working skills are unknown due to limited opportunities to monitor the quality of their work [ 4 ]. We do not consider it to be relevant to repeat the study, or reuse its instruments, since the acute phase after lockdown is over. PHN is a small-sized education, and the total number of students were only 79 individuals. The stress associated with the unprecedented situation may have contributed to a low response rate. Private circumstances such as poor internet connection, children at home, and lack of an adequate home office may also have contributed to a low response rate. A low response rate is also a limitation in studies performed in a normal situation [ 16 ]. We cannot rule out selection bias in the sample. The students who volunteered for the digital focus group interviews were positive and thorough. In particular, they seemed to reflect on a more general level, not restricted to their own personal situations. However, the range in age among the study participants was representative for the age range of all PHN students, and both bachelor and master students participated in the study. Data are collected from one single university, and the results might not be representative for large sized educations. Since the study is exploratory, we had not planned the data collection in order to test hypotheses. The study seeks to provide a snapshot in time of an evolving situation. Even with some limiting factors we believe the explorative study offers value since it provides a student perspective on an unprecedented black-swan event in higher education.
Conclusions
Although they had little previous experience with online education, these students seemed to adapt quickly to the sudden shift to ad hoc online education due to the COVID-19 pandemic. The most pressing concerns among students were a lack of social interaction, a feeling of being alone in their studies, unfit housing situations for home office purposes, including insufficient data bandwidth, and a sense of reduced motivation and effort. Although our data indicate that face-to-face contact was greatly missed during this time-period, a thoroughly planned online course with numerous contact points between teachers and students would likely have been received more favorably. Finally, the students expressed that they wanted more structure in future digital courses. Due to the very unusual circumstances experienced both by students and teachers in the early stages of national lockdown in Norway, we are hesitant to conclude with regards to students preferences for future online courses.
Supporting information
S1 file. spss file questionnaire 1—please see line 154..
https://doi.org/10.1371/journal.pone.0250378.s001
S2 File. SPSS file Norwegian questionnaire 1—please see line 154.
https://doi.org/10.1371/journal.pone.0250378.s002
S3 File. SPSS file questionnaire 2—please see line 154.
https://doi.org/10.1371/journal.pone.0250378.s003
S4 File. SPSS file Norwegian questionnaire 2—please see line 154.
https://doi.org/10.1371/journal.pone.0250378.s004
S5 File. Structured interview guide–please see line 145.
https://doi.org/10.1371/journal.pone.0250378.s005
Acknowledgments
The authors would like to thank the participating students and the academic and administrative staff at Oslo Metropolitan University for their contributions.
- View Article
- Google Scholar
- 2. UNESCO. Education: From disruption to recovery 2020 [09/09/2020]. Available from: https://en.unesco.org/covid19/educationresponse .
- 3. Tria JZ. The COVID-19 Pandemic through the Lens of Education in the Philippines: The New Normal. International Journal of Pedagogical Development and Lifelong Learning. 2020;1. https://doi.org/10.30935/ijpdll/8311 .
- 4. Langford M, Damşa C. Online Teaching in the Time of COVID-19: Academic Teachers’ Experience in Norway Centre for Experiential Legal Learning (CELL), University of Oslo2020 [cited 2020].
- 5. Lillejord S, Børte K. Learning and Teaching With Technology in Higher Education—a systematic review. 2018.
- 6. Vygotsky LS. Mind in society: the development of higher psychological processes. London: Harvard University Press UK: Gyldendal Akademisk; 1978.
- 7. Ministry of Education and Research. Quality Culture in Higher Education 2017.
- 8. Oslo Metropolitian University. The digital university of the future: Strategy for digital transformation 2018–2024 2018 [17/11/2019]. Available from: https://ansatt.oslomet.no/documents/585743/77463421/Strategy+for+digital+transformation.pdf .
- PubMed/NCBI
- 11. Sisk K CA, Cullinen K Guide for Developing and Enhancing Skills in Public Health and Community Nutrition. Definitions Related to Public Health Nutrition and Community Nutrition 2018 [09/09/2020]. 3rd Ed:[Available from: https://asphn.org/wp-content/uploads/2018/12/Guide-for-Developing-and-Enhancing-Skills-in-Public-Health-and-Community-Nutrition.pdf .
- 12. Academy of Nutrition and Dietetics Academy of Nutrition and Dietetics Definition of Terms List. Approved by Definition of Terms Task Force Quality Management Committee 2020 May 8, 2020 Report No.
- 13. Almendingen K, Saltyte-Benth J., Molin M. Large Scale Blended Learning Design in an Interprofessional Undergraduate Course in Norway: Context Description and Supervisors’ Perspective. The Journal of Research in Interprofessional Practice and Education (JRIPE) 2021;In press.
- 14. Almendingen K, Molin M, Šaltytė Benth J. Large-scale Blended Learning Design in an Undergraduate Interprofessional Course in Norway: Students’ Perspectives from an exploratory study The Journal of Research in Interprofessional Practice and Education (JRIPE) 2021;In press.
- 15. Nettskjema: University of Oslo; 2020. Available from: https://www.uio.no/english/services/it/adm-services/nettskjema/ .
- 16. The Norwegian Agency for Quality Assurance in Education. The students’ judgement 2018 [09/09/2019]. Available from: https://www.nokut.no/en/news/the-students-judgement/ .
- 18. Rutine for bruk av Zoom i forskningsintervjuer (in Norwegian) Oslo Metropolitian University2020 [10/09/2020].
- 19. Quality Matters online education 2021 [09/02/2021]. Available from: https://www.qualitymatters.org/index.php/ .
- 24. Ministry of Health and Care Services. The primary health and care services of tomorrow–localised and integrated. Oslo: Ministry of Health and Care Services; 2015.
- 27. Hjelsvold R, Lorås M, Bahmani A, Nykvist SS, Krokan A. First impressions from educators as NTNU transitions to an online only mode of learning 2020 [20/02/2021]. Available from: https://www.researchgate.net/project/Research-on-Learning-Activities-During-the-Covid-19-Pandemic .
- 30. McCartney M. BMJ Opinion2020. [cited 2020]. Available from: https://blogs.bmj.com/bmj/2020/08/28/margaret-mccartney-we-need-better-evidence-on-non-drug-interventions-for-covid-19/?fbclid=IwAR1jFbFk7lKcrOxIkxo7gaNJM3II6nDia_W6hXs4VWF_DI2vllS9jEqJ-vI .
- 33. University of Antwerpen. The COVID-19 Multi-Country Student Well-being Study Netherlands2020 [29/08/2020]. Available from: https://www.uantwerpen.be/en/research-groups/centre-population-family-health/research2/covid-19-internation/ .
- 34. ClinicalTrials.gov. Assocation Between In-person Instruction and COVID-19 Risk (Campus&Corona) ClinicalTrials.gov2020 [30/8/2020].
Information
- Author Services
Initiatives
You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.
All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .
Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.
Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.
Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.
Original Submission Date Received: .
- Active Journals
- Find a Journal
- Proceedings Series
- For Authors
- For Reviewers
- For Editors
- For Librarians
- For Publishers
- For Societies
- For Conference Organizers
- Open Access Policy
- Institutional Open Access Program
- Special Issues Guidelines
- Editorial Process
- Research and Publication Ethics
- Article Processing Charges
- Testimonials
- Preprints.org
- SciProfiles
- Encyclopedia
![Education Sciences education-logo](https://pub.mdpi-res.com/img/journals/education-logo.png?8600e93ff98dbf14)
Article Menu
![online education during lockdown essay online education during lockdown essay](https://pub.mdpi-res.com/bundles/mdpisciprofileslink/img/unknown-user.png?1721387811)
- Subscribe SciFeed
- Recommended Articles
- Google Scholar
- on Google Scholar
- Table of Contents
Find support for a specific problem in the support section of our website.
Please let us know what you think of our products and services.
Visit our dedicated information section to learn more about MDPI.
JSmol Viewer
Online education and the covid-19 outbreak: a case study of online teaching during lockdown.
![online education during lockdown essay online education during lockdown essay](https://www.mdpi.com/profiles/792150/thumb/Nastaran_Peimani.jpg)
1. Introduction
2. online education and teaching during the covid-19 pandemic, 2.1. higher education and online mode of delivery, 2.2. covid-19 and online teaching, 4.1. the early lockdown in the uk and transition to online education, 4.2. urban design education and research methods, 4.3. research methods and techniques subject in ma urban design, 5. case study analysis, 5.1. learning and teaching activities, 5.2. assessment and feedback, 5.3. digital platforms, 6. discussion, 7. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.
- UNESCO IESALC. COVID-19 and Higher Education: Today and Tomorrow. Impact Analysis, Policy Responses and Recommendations ; IESALC: Caracas, Venezuela, 2020. [ Google Scholar ]
- Saeed, S. COVID-19 Has Exacerbated Inequality in Higher Education. University World News , 24 October 2020. [ Google Scholar ]
- Montacute, R.; Holt-White, E. Covid-19 and Social Mobility Impact Brief# 2: University Access and Student Finance ; Sutton Trust: London, UK, 2020. [ Google Scholar ]
- Atherton, G. University Access, Student Success and COVID-19 in a Global Context ; Sutton Trust: London, UK, 2020. [ Google Scholar ]
- IAU; ESN. COVID-19 Impact on Higher Education: Institutional and Students’ Perspectives ; ESN: Saint-Josse-ten-Noode, Belgium, 2020. [ Google Scholar ]
- Marinoni, G.; van’t Land, H. The Impact of COVID-19 on Global Higher Education. Int. High. Educ. 2020 , 102 , 7–9. [ Google Scholar ] [ CrossRef ]
- Kandri, S.E. How COVID-19 is driving a long-overdue revolution in education. World Economic Forum , 12 May 2020. [ Google Scholar ]
- Leask, B.; Ziguras, C. The Impact of COVID-19 on Australian Higher Education. Int. High. Educ. 2020 , 102 , 36–37. [ Google Scholar ] [ CrossRef ]
- Bao, W. COVID-19 and online teaching in higher education: A case study of Peking University. Hum. Behav. Emerg. Technol. 2020 , 2 , 113–115. [ Google Scholar ] [ CrossRef ] [ Green Version ]
- Mishra, L.; Gupta, T.; Shree, A. Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. Int. J. Educ. Res. Open 2020 , 1 , 100012. [ Google Scholar ] [ CrossRef ]
- Angelova, M. Students’ attitudes to the online university course of management in the context of COVID-19. Int. J. Technol. Educ. Sci. 2020 , 4 , 283–292. [ Google Scholar ] [ CrossRef ]
- Mahmood, S. Instructional Strategies for Online Teaching in COVID-19 Pandemic. Hum. Behav. Emerg. Technol. 2021 , 3 , 199–203. [ Google Scholar ] [ CrossRef ]
- Skulmowski, A.; Rey, G.D. COVID-19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis. Hum. Behav. Emerg. Technol. 2020 , 2 , 212–216. [ Google Scholar ] [ CrossRef ] [ PubMed ]
- Dumford, A.D.; Miller, A.L. Online learning in higher education: Exploring advantages and disadvantages for engagement. J. Comput. High. Educ. 2018 , 30 , 452–465. [ Google Scholar ] [ CrossRef ]
- Palvia, S.; Aeron, P.; Gupta, P.; Mahapatra, D.; Parida, R.; Rosner, R.; Sindhi, S. Online Education: Worldwide Status, Challenges, Trends, and Implications. J. Glob. Inf. Technol. Manag. 2018 , 21 , 233–241. [ Google Scholar ] [ CrossRef ] [ Green Version ]
- Davis, N.L.; Gough, M.; Taylor, L.L. Online teaching: Advantages, obstacles and tools for getting it right. J. Teach. Travel Tour. 2019 , 19 , 256–263. [ Google Scholar ] [ CrossRef ]
- Volery, T.; Lord, D. Critical success factors in online education. Int. J. Educ. Manag. 2000 , 14 , 216–223. [ Google Scholar ] [ CrossRef ] [ Green Version ]
- Anderson, T. (Ed.) The Theory and Practice of Online Learning , 2nd ed.; Athabasca University Press: Athabasca, AB, Canada, 2008. [ Google Scholar ]
- Meyer, J.D.; Barefield, A.C. Infrastructure and administrative support for online programs. Online J. Distance Learn. Adm. 2010 , 13 . Available online: https://www.westga.edu/~distance/ojdla/Fall133/meyer_barfield133.html (accessed on 20 January 2021).
- Ikenberry, S.O. The university and the information age. In Challenges Facing Higher Education at the Millennium ; Hirsch, W.Z., Weber, L.E., Eds.; Oryx Press: Phoenix, AZ, USA, 1999; pp. 56–64. [ Google Scholar ]
- Garrison, D.R. E-Learning in the 21st Century: A Framework for Research and Practice , 2nd ed.; Routledge: New York, NY, USA, 2011. [ Google Scholar ]
- Prensky, M. Digital Natives, Digital Immigrants Part 1. Horizon 2001 , 9 , 1–6. [ Google Scholar ] [ CrossRef ] [ Green Version ]
- Dede, C. Planning for neomillennial learning styles. Educ. Q. 2005 , 28 , 7–12. [ Google Scholar ]
- Norton, A.; Sonnemann, J.; McGannon, C. The Online Evolution: When Technology Meets Tradition in Higher Education ; Grattan Institute: Melbourne, Australia, 2013. [ Google Scholar ]
- Shuey, S. Assessing Online Learning in Higher Education. J. Instr. Deliv. Syst. 2002 , 16 , 13–18. [ Google Scholar ]
- Herrington, J.; Reeves, T.C.; Oliver, R. A Guide to Authentic E-Learning ; Routledge: New York, NY, USA, 2010. [ Google Scholar ]
- Johnson, L.; Adams Becker, S.; Cummins, M.; Estrada, V.; Freeman, A.; Ludgate, H. The NMC Horizon Report: 2013 Higher Education Edition ; New Media Consortium: Austin, TX, USA, 2013. [ Google Scholar ]
- Hattie, J. Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement ; Routledge: New York, NY, USA, 2009. [ Google Scholar ]
- Alexander, B.; Ashford-Rowe, K.; Barajas-Murphy, N.; Dobbin, G.; Knott, J.; McCormack, M.; Pomerantz, J.; Seilhamer, R.; Weber, N. EDUCAUSE Horizon Report: 2019 Higher Education Edition ; EDUCAUSE: Louisville, CO, USA, 2019. [ Google Scholar ]
- Garrison, D.R.; Vaughan, N. Blended Learning in Higher Education: Framework, Principles, and Guidelines ; Jossey-Bass: San Fransisco, CA, USA, 2008. [ Google Scholar ]
- Reeves, T.C.; Reeves, P.M. Designing online and blended learning. In University Teaching in Focus: A Learning-Centred Approach ; Hunt, L., Chalmers, D., Eds.; Routledge: Abingdon, UK, 2013; pp. 112–127. [ Google Scholar ]
- Marshall, S.J. Shaping the University of the Future: Using Technology to Catalyse Change in University Learning and Teaching ; Springer: Singapore, 2018. [ Google Scholar ]
- Selwyn, N. Education and Technology: Key Issues and Debates , 2nd ed.; Continuum: London, UK, 2017. [ Google Scholar ]
- Williamson, B. Making markets through digital platforms: Pearson, edu-business, and the (e)valuation of higher education. Crit. Stud. Educ. 2020 , 1–17. [ Google Scholar ] [ CrossRef ]
- Gierdowski, D.C. ECAR Study of Undergraduate Students and Information Technology ; ECAR: Louisville, CO, USA, 2019. [ Google Scholar ]
- Rapanta, C.; Botturi, L.; Goodyear, P.; Guàrdia, L.; Koole, M. Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Sci. Educ. 2020 , 2 , 923–945. [ Google Scholar ] [ CrossRef ]
- Adedoyin, O.B.; Soykan, E. Covid-19 pandemic and online learning: The challenges and opportunities. Interact. Learn. Environ. 2020 . [ Google Scholar ] [ CrossRef ]
- Paudel, P. Online Education: Benefits, Challenges and Strategies During and After COVID-19 in Higher Education. Int. J. Stud. Educ. 2021 , 3 , 70–85. [ Google Scholar ] [ CrossRef ]
- Nuere, S.; de Miguel, L. The Digital/Technological Connection with COVID-19: An Unprecedented Challenge in University Teaching. Technol. Knowl. Learn. 2020 . [ Google Scholar ] [ CrossRef ]
- Mittal, A.; Mantri, A.; Tandon, U.; Dwivedi Yogesh, K. A Unified Perspective on the Adoption of Online Teaching in Higher Education during the COVID-19 Pandemic. Inf. Discov. Deliv. 2021 . [ Google Scholar ] [ CrossRef ]
- Kernohan, D. Which universities are moving to remote teaching? WONKHE , 13 March 2020. [ Google Scholar ]
- Watermeyer, R.; Crick, T.; Knight, C.; Goodall, J. COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. High. Educ. 2021 , 81 , 623–641. [ Google Scholar ] [ CrossRef ]
- Gamage, K.A.A.; de Silva, E.K.; Gunawardhana, N. Online Delivery and Assessment during COVID-19: Safeguarding Academic Integrity. Educ. Sci. 2020 , 10 , 301. [ Google Scholar ] [ CrossRef ]
- Singh, K. Research process. In Quantitative Social Research Methods ; Singh, K., Ed.; Sage: New Delhi, India, 2007; pp. 62–87. [ Google Scholar ] [ CrossRef ]
- Flyvbjerg, B. Five Misunderstandings about Case Study Research. In Qualitative Research Practic ; Seale, C., Gobo, G., Gubrium, J.F., Silverman, D., Eds.; Sage: London, UK, 2004; pp. 420–434. [ Google Scholar ]
- Zeisel, J. Inquiry by Design: Environment/Behaviour/Neuroscience in Architecture, Interiors, Landscape and Planning , Rev. ed.; W. W. Norton & Company: New York, NY, USA, 2006. [ Google Scholar ]
- Timmons, V.; Cairns, E. Case Study Research in Education. In Encyclopedia of Case Study Research ; Mills, A.J., Durepos, G., Wiebe, E., Eds.; Sage: Thousand Oaks, CA, USA, 2010; pp. 100–102. [ Google Scholar ]
- Power, M. The Emergence of a Blended Online Learning Environment. Merlot J. Online Learn. Teach. 2008 , 4 , 503–514. [ Google Scholar ]
- BBC News. Coronavirus: The story of Wales’ 100 days of lockdown. BBC News , 30 June 2020. [ Google Scholar ]
- Jacobs, J. The Death and Life of American Cities ; Random House: New York, NY, USA, 1961. [ Google Scholar ]
- Dovey, K.; Pafka, E. The science of urban design? Urban Des. Int. 2016 , 21 , 1–10. [ Google Scholar ] [ CrossRef ]
- Carmona, M. Re-theorising contemporary public space: A new narrative and a new normative. J. Urban. Int. Res. Placemaking Urban Sustain. 2015 , 8 , 373–405. [ Google Scholar ] [ CrossRef ] [ Green Version ]
- De Jong, T.M.; Van Der Voordt, D.J.M. (Eds.) Ways to Study and Research Urban, Architectural and Technical Design ; IOS Press: Delft, The Netherlands, 2002. [ Google Scholar ]
- Dovey, K.; Pafka, E.; Ristic, M. (Eds.) Mapping Urbanities: Morphologies, Flows, Possibilities ; Routledge: New York, NY, USA, 2018. [ Google Scholar ]
- Gehl, J.; Svarre, B. How to Study Public Life ; Island Press: Washington, DC, USA, 2013. [ Google Scholar ]
- Whyte, W.H. The Social Life of Small Urban Spaces ; Conservation Foundation: Washington, DC, USA, 1980. [ Google Scholar ]
- Mehta, V. The Street: A Quintessential Social Public Space ; Routledge: New York, NY, USA, 2013. [ Google Scholar ]
- Speranza, P. Using parametric methods to understand place in urban design courses. J. Urban Des. 2015 , 21 , 661–689. [ Google Scholar ] [ CrossRef ] [ Green Version ]
- Moudon, A.V. An alternative pedagogic model for doctoral research in urban design. J. Urban Des. 2015 , 21 , 690–701. [ Google Scholar ] [ CrossRef ] [ Green Version ]
- Kamalipour, H.; Peimani, N. Towards an Informal Turn in the Built Environment Education: Informality and Urban Design Pedagogy. Sustainability 2019 , 11 , 4163. [ Google Scholar ] [ CrossRef ] [ Green Version ]
- Kamalipour, H.; Peimani, N. Negotiating Space and Visibility: Forms of Informality in Public Space. Sustainability 2019 , 11 , 4807. [ Google Scholar ] [ CrossRef ] [ Green Version ]
- Kamalipour, H.; Peimani, N. Informal urbanism in the state of uncertainty: Forms of informality and urban health emergencies. Urban Des. Int. 2020 . [ Google Scholar ] [ CrossRef ]
- Kamalipour, H.; Peimani, N. Assemblage Thinking and the City: Implications for Urban Studies. Curr. Urban Stud. 2015 , 3 , 402–408. [ Google Scholar ] [ CrossRef ] [ Green Version ]
- Radović, D. Measuring the non-measurable: On mapping subjectivities in urban research. City Cult. Soc. 2016 , 7 , 17–24. [ Google Scholar ] [ CrossRef ]
- Peimani, N.; Kamalipour, H. Access and Forms of Urbanity in Public Space: Transit Urban Design Beyond the Global North. Sustainability 2020 , 12 , 3495. [ Google Scholar ] [ CrossRef ] [ Green Version ]
- Peimani, N.; Kamalipour, H. Where gender comes to the fore: Mapping gender mix in urban public spaces. Spaces Flows Int. J. Urban Extra Urban Stud. 2016 , 8 , 19–30. [ Google Scholar ] [ CrossRef ]
- Biggs, J.; Tang, C. Teaching for Quality Learning at University: What the Student Does , 4th ed.; The Society for Research into Higher Education and Open University Press: Maidenhead, UK, 2011. [ Google Scholar ]
- Kember, D.; McNaught, C. Enhancing University Teaching: Lessons from Research into Award-Winning Teachers ; Routledge: New York, NY, USA, 2007. [ Google Scholar ]
- Shute, V.J. Focus on Formative Feedback. Rev. Educ. Res. 2008 , 78 , 153–189. [ Google Scholar ] [ CrossRef ]
- Thorne, K. Blended Learning: How to Integrate Online & Traditional Learning ; Kogan Page Publishers: London, UK, 2003. [ Google Scholar ]
- Exley, K.; Dennick, R. Small Group Teaching: Tutorials, Seminars and Beyond ; RoutledgeFalmer: London, UK, 2004. [ Google Scholar ]
- Bryson, J.R.; Andres, L. COVID-19 and rapid adoption and improvisation of online teaching: Curating resources for extensive versus intensive online learning experiences. J. Geogr. High. Educ. 2020 , 44 , 608–623. [ Google Scholar ] [ CrossRef ]
- Veasuvalingam, B.; Louise Goodson, M. Falling back on technology mindfully during COVID-19 pandemic: NUMed campus experience. MedEdPublish 2020 , 9 , 102. [ Google Scholar ] [ CrossRef ]
- Minello, A. The pandemic and the female academic. Nature World View , 17 April 2020. [ Google Scholar ] [ CrossRef ]
- Higher Education Statistics Agency. Higher Education Student Statistics: UK, 2018/19—Where students come from and go to study. HESA , 29 January 2020. [ Google Scholar ]
- Barker, M. Teaching international students. In University Teaching in Focus: A Learning-Centred Approach ; Hunt, L., Chalmers, D., Eds.; Routledge: Abingdon, UK, 2013; pp. 199–213. [ Google Scholar ]
- Haythornthwaite, C.; Kazmer, M.M. Bringing the Internet Home: Adult Distance Learners and Their Internet, Home, and Work Worlds. In The Internet in Everyday Life ; Wellman, B., Haythornthwaite, C., Eds.; Blackwell Publishing: Malden, MA, USA, 2002; pp. 429–463. [ Google Scholar ]
Click here to enlarge figure
Before the Lockdown | During the Lockdown | |||
---|---|---|---|---|
Lecture | Primarily face-to-face with subject leader and guest lecturers and on campus with the support of asynchronous online material | Online and primarily synchronous with subject leader and guest lecturers with the support of asynchronous online material | ||
Seminar | Primarily face-to-face with subject leader and on campus with the support of asynchronous online material | Combined with tutorials and primarily changed to live online discussion sessions with subject leader and tutors | ||
Tutorial | Primarily face-to-face with tutors and on campus with the support of asynchronous online material | Combined with seminars and primarily changed to live online discussion sessions with subject leader and tutors | ||
Formative feedback | Sessional oral feedback | Primarily face-to-face during lectures by subject leader; during seminars and tutorials by subject leader, tutors, and peers with the support of asynchronous online material | Online during live synchronous lectures and discussion sessions by subject leader and tutors with the support of asynchronous online material | |
Interim presentations | Primarily face-to-face with the format of individual presentations by students followed by feedback from internal/external crits | Online parallel sessions with the format of individual presentations by students followed by feedback from internal/external crits | ||
Summative Assessment | 30% (lecture/seminar contribution) + 70% (research proposal) | 100% (research proposal) | ||
Synchronous | Microsoft Teams | |||
Asynchronous | Learning Central | Learning Central |
MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
Share and Cite
Peimani, N.; Kamalipour, H. Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown. Educ. Sci. 2021 , 11 , 72. https://doi.org/10.3390/educsci11020072
Peimani N, Kamalipour H. Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown. Education Sciences . 2021; 11(2):72. https://doi.org/10.3390/educsci11020072
Peimani, Nastaran, and Hesam Kamalipour. 2021. "Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown" Education Sciences 11, no. 2: 72. https://doi.org/10.3390/educsci11020072
Article Metrics
Article access statistics, further information, mdpi initiatives, follow mdpi.
![MDPI Open Access Journals MDPI](https://pub.mdpi-res.com/img/design/mdpi-pub-logo-white-small.png?71d18e5f805839ab?1721387811)
Subscribe to receive issue release notifications and newsletters from MDPI journals
Advertisement
Chaos and Confusion: Tech Outage Causes Disruptions Worldwide
Airlines, hospitals and people’s computers were affected after CrowdStrike, a cybersecurity company, sent out a flawed software update.
- Share full article
![online education during lockdown essay A view from above of a crowded airport with long lines of people.](https://static01.nyt.com/images/2024/07/19/multimedia/19tech-outage-what-happened-tzmq/19tech-outage-what-happened-tzmq-articleLarge.jpg?quality=75&auto=webp&disable=upscale)
By Adam Satariano , Paul Mozur , Kate Conger and Sheera Frenkel
- July 19, 2024
Airlines grounded flights. Operators of 911 lines could not respond to emergencies. Hospitals canceled surgeries. Retailers closed for the day. And the actions all traced back to a batch of bad computer code.
A flawed software update sent out by a little-known cybersecurity company caused chaos and disruption around the world on Friday. The company, CrowdStrike , based in Austin, Texas, makes software used by multinational corporations, government agencies and scores of other organizations to protect against hackers and online intruders.
But when CrowdStrike sent its update on Thursday to its customers that run Microsoft Windows software, computers began to crash.
The fallout, which was immediate and inescapable, highlighted the brittleness of global technology infrastructure. The world has become reliant on Microsoft and a handful of cybersecurity firms like CrowdStrike. So when a single flawed piece of software is released over the internet, it can almost instantly damage countless companies and organizations that depend on the technology as part of everyday business.
“This is a very, very uncomfortable illustration of the fragility of the world’s core internet infrastructure,” said Ciaran Martin, the former chief executive of Britain’s National Cyber Security Center and a professor at the Blavatnik School of Government at Oxford University.
A cyberattack did not cause the widespread outage, but the effects on Friday showed how devastating the damage can be when a main artery of the global technology system is disrupted. It raised broader questions about CrowdStrike’s testing processes and what repercussions such software firms should face when flaws in their code cause major disruptions.
![online education during lockdown essay](https://static01.nyt.com/images/2024/07/19/multimedia/2024-07-19-crowdstrike-explainer-index/2024-07-19-crowdstrike-explainer-index-articleLarge.png)
How a Software Update Crashed Computers Around the World
Here’s a visual explanation for how a faulty software update crippled machines.
How the airline cancellations rippled around the world (and across time zones)
Share of canceled flights at 25 airports on Friday
![online education during lockdown essay](https://static01.nytimes.com/newsgraphics/2024-07-19-tech-outage-airport-embed-1/cad772e5-d5dc-43ad-8a92-bf9addf18c88/_assets/timezone-335.png)
50% of flights
Ai r po r t
Bengalu r u K empeg o wda
Dhaka Shahjalal
Minneapolis-Saint P aul
Stuttga r t
Melbou r ne
Be r lin B r anden b urg
London City
Amsterdam Schiphol
Chicago O'Hare
Raleigh−Durham
B r adl e y
Cha r lotte
Reagan National
Philadelphia
1:20 a.m. ET
![online education during lockdown essay](https://static01.nytimes.com/newsgraphics/2024-07-19-tech-outage-airport-embed-1/cad772e5-d5dc-43ad-8a92-bf9addf18c88/_assets/timezone-600.png)
CrowdStrike’s stock price so far this year
We are having trouble retrieving the article content.
Please enable JavaScript in your browser settings.
Thank you for your patience while we verify access. If you are in Reader mode please exit and log into your Times account, or subscribe for all of The Times.
Thank you for your patience while we verify access.
Already a subscriber? Log in .
Want all of The Times? Subscribe .
![online education during lockdown essay U.S. flag](https://www.ncbi.nlm.nih.gov/coreutils/uswds/img/favicons/favicon-57.png)
An official website of the United States government
The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.
The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.
- Publications
- Account settings
Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .
- Advanced Search
- Journal List
- Pak J Med Sci
- v.36(COVID19-S4); 2020 May
Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era
Khadijah mukhtar.
1 Khadijah Mukhtar, BDS, MME. Assistant Professor, DME. University College of Medicine and Dentistry, The University of Lahore, Lahore, Pakistan
Kainat Javed
2 Kainat Javed, MBBS, MME. Assistant Professor, DME. University College of Medicine and Dentistry, The University of Lahore, Lahore, Pakistan
Mahwish Arooj
3 Mahwish Arooj, MBBS, M. Phil, MME, PhD Physiology. Associate Professor, Physiology and Director DME, University College of Medicine and Dentistry, The University of Lahore, Lahore, Pakistan
Ahsan Sethi
4 Ahsan Sethi, BDS, MPH, MMEd, FHEA, MAcadMEd, FDTFEd, PhD Medical Education Assistant Professor, Institute of Health Professions Education and Research, Khyber Medical University, Peshawar, Pakistan
During COVID-19 pandemic, the institutions in Pakistan have started online learning. This study explores the perception of teachers and students regarding its advantages, limitations and recommendations.
This qualitative case study was conducted from March to April 2020. Using maximum variation sampling, 12 faculty members and 12 students from University College of Medicine and University College of Dentistry, Lahore were invited to participate. Four focus group interviews, two each with the faculty and students of medicine and dentistry were carried out. Data were transcribed verbatim and thematically analyzed using Atlas Ti.
The advantages included remote learning, comfort, accessibility, while the limitations involved inefficiency and difficulty in maintaining academic integrity. The recommendations were to train faculty on using online modalities and developing lesson plan with reduced cognitive load and increased interactivities.
Conclusion:
The current study supports the use of online learning in medical and dental institutes, considering its various advantages. Online learning modalities encourage student-centered learning and they are easily manageable during this lockdown situation.
INTRODUCTION
The spread of COVID-19 has led to the closure of educational institutions all over the world. This tested the preparedness of universities to deal with a crisis that requires the help of advanced technology including hardware and software to enable effective online learning. Such closure accelerated the development of the online learning environments so that learning would not be disrupted. 1 Many institutions have become interested in how to best deliver course content online, engage learners and conduct assessments. Hence, COVID-19 while being a hazard to humanity, has evolved institutions to invest in online learning.
Online learning systems are web-based software for distributing, tracking, and managing courses over the Internet. 2 It involves the implementation of advancements in technology to direct, design and deliver the learning content, and to facilitate two-way communication between students and faculty. 3 They contain features such as whiteboards, chat rooms, polls, quizzes, discussion forums and surveys that allow instructors and students to communicate online and share course content side by side. These can offer productive and convenient ways to achieve learning goals. In Pakistan, the institutions are using Microsoft Teams, Google meet, Edmodo and Moodle as learning management systems along with their applications for video conferencing. 4 Other commonly used video conferencing solutions include Zoom, Skype for business, WebEx and Adobe connect etc.
According to our literature review, three previous studies were found, 5 - 7 supporting online learning from Pakistan. The two studies at Dow University of Health Sciences, Karachi and Lahore Medical and Dental College, Lahore reported high student satisfaction with online learning modalities. The study from Khyber Pakhtunkhwa assessed the feasibility of online learning among students, trainees and faculty members. They reported good technology access, online skills, and preparedness for online discussions among participants across the medical education continuum.
With the increase in use of online modalities during COVID-19, it is necessary to assess their effectiveness with regards to teaching and learning from various stakeholders. 8 Therefore, the current study explores the perception of faculty members and students regarding the advantages, limitations and recommendations for online learning in Pakistan. The study is timely as Higher Education Commission (HEC) is in the process of implementing online learning across all the universities in Pakistan. The findings will help identify the required changes on priority basis to make it more practical and worthwhile.
This qualitative case study was conducted from March to April 2020 in two medical and dental institutes. Ethical approval for this study was taken from ethical review board of University of Lahore (Ref No. ERC/02/20/02, dated February 25, 2020). Using maximum variation sampling 12 faculty members and 12 students from University College of Medicine and University College of Dentistry, Lahore were invited to participate. In addition to learning management system ‘Moodle’, these colleges have recently adopted ‘Zoom’ for interactive teaching in small and large group formats. The participants were also involved in online Problem-Based Learning sessions, along with regular online assessments during COVID-19 pandemic.
An interview guide was developed to explore faculty and students’ perception about online learning modalities, its advantages, limitations and recommendations. The interview guide was piloted to ensure comprehensiveness and then also validated by two medical education experts. 9 Two interviewers who were not involved in teaching and assessment of students conducted four focus group interviews (n=6 in each group) with faculty members (n=12) and students (n=12) of medicine and dentistry. The faculty and students were from both basic sciences (1 st and 2 nd year) and clinical sciences (3 rd , 4 th and final year). All interviews were recorded through ‘Zoom’ and subsequently transcribed verbatim. The data were thematically analyzed: compiling, disassembling, reassembling and interpretation by all the authors independently and then corroborated to ensure analytical triangulation.
The faculty members were predominantly females from both basic and clinical sciences with age range from 30-64 years. The students were from all professional years of MBBS and BDS program ( Table-I ).
Participant characteristics.
Faculty (n=12) | Students (n=12) | |||
---|---|---|---|---|
Male | 3(25%) | 7(58%) | ||
Female | 9(75%) | 5(42%) | ||
18-29 | 12 (100%) | |||
30-49 | 9(75%) | |||
50-64 | 3(25%) | |||
MBBS | BDS | |||
Basic Sciences | 2 (34%) | 3 (50%) | ||
Clinical Sciences | 4 (66%) | 3 (50%) | ||
MBBS | BDS | |||
1 year | 1 | 1 | ||
2 year | 1 | 1 | ||
3 Year | 1 | 2 | ||
4 Year | 1 | 2 | ||
5 Year | 2 |
Total six themes, two each for advantages, limitations and recommendations were extracted from the transcribed data after qualitative analysis ( Table-II ).
E-learning advantages, limitations and recommendations by Students and Faculty.
Themes | Sub-Themes | Excerpts |
---|---|---|
Advantages | ||
Flexibility | Remote learning | “It is useful in distant learning and during COVID 19 situation we can continue our education system”. |
Easy administration | “Our teacher has authority to unmute our mics and video. And can see and check whether we are listening attentively or not”. | |
Accessibility | “The students who are not much confident, they contact through the WhatsApp easily”. | |
Comfortable | “You can easily and comfortably listen to the lecture and learn”. | |
Student-centered learning | Self-directed learning | “I think eLearning is making good students more active and self-learner.” |
Asynchronous learning | “Second thing is that lectures have been recorded and will uploaded soon. It is easy for us to go back and go through the whole video for a summary or even revising it”. | |
Inefficiency | Unable to teach skills | “In anatomy, the study through models was good. But hands on training is not possible, the student will not be able to understand properly. Skills needs actual hands on training”. |
Lack of student feedback | “I find it annoying that during lectures you don’t have students feedback whether they are getting the point or not”. | |
Limited attention span | “There is no continuity of lecture. We lose our concentration and the syllabus is so lengthy.” | |
Lack of attentiveness | “As the students know that they will get the recordings, they don’t listen the lecture properly”. | |
Resource intensive | “Lots of people might not be having these gadgets. Buying these gadgets comes an extra burden on them in such stressful situation”. | |
Maintaining academic integrity | Lack of discipline | “There is some problem coming with discipline, some students use to misbehave during lectures”. |
Plagiarism | As this system is new to everyone, it is difficult to have individual assessment. During assignment, they easily copy paste stuff from web.” | |
Teaching and Assessment | Reduce cognitive load | “If you try to fix all the LOs in 40 minutes, then the interaction will not be possible.” |
Faculty development | “But we have to work with modality which institute has decided and using. But there is need of throughout training sessions”. | |
Increase Interactivities | “We should interact with students who are not active listeners. The student interaction is only through the assessments and we will be able to access the students.” | |
Incorporate CBL | “Case based learning is very important. It is the closest thing to the practical life. Making it easier, rather than making it complicated.” | |
Revision classes | “After this lockdown when the university will open, there should be a revision session and practical work.” | |
Integrate proper Assessment | “Assessment should be live videos and live recordings.” | |
Develop SOP’s | “The student should log in through proper ID and only they can listen the lecture and see video”. | |
Quality enhancement | Proctoring | “There should be plagiarism software to check assignment.” |
Buy Premium Applications | “I guess institute should buy premium package for ZOOM app so there will no time limit while having lectures.” |
Faculty opined that online learning helped ensure remote learning, it was manageable, and students could conveniently access teachers and teaching materials. It also reduced use of traveling resources and other expenses. It eased administrative tasks such as recording of lectures and marking attendance. Both the students and teachers had an opinion that online learning modalities had encouraged student-centeredness during this lockdown situation. The student had become self-directed learners and they learnt asynchronously at any time in a day.
Limitations
Faculty members and students said that through online learning modalities they were unable to teach and learn practical and clinical work. They could only teach and assess knowledge component. Due to lack of immediate feedback, teachers were unable to assess students’ understanding during online lecturing. The students also reported limited attention span and resource intensive nature of online learning as a limitation. Some teachers also mentioned that during online study, students misbehaved and tried to access online resources during assessments.
Recommendations
Teachers and students suggested continuous faculty development. They recommended a reduction in cognitive load and increased interactivities during online teaching. Those in clinical years suggested ways to start online Case Based Learning. However, some were also of the opinion that there should be revision classes along with psychomotor hands on teaching after the COVID-19 pandemic is under control. To enhance quality, they suggested buying premium software and other proctoring software to detect cheating and plagiarism.
The current study reported advantages, limitations and recommendations to improve online learning during lockdown of institutions due to COVID-19 pandemic. This study interprets perspectives of medical/dental students and faculty members, which showed that online learning modalities are flexible and effective source of teaching and learning along with some pitfalls. According to the teachers and students, online learning is a flexible and effective source of teaching and learning as most of them agreed upon the fact that this helps in distant learning with easy administration and accessibility along with less use resource and time. Regardless of time limit, students can easily access the learning material. This flexibility over face to face teaching has been reported in the literature as well. 2 The students also become self-directed learners, which is an important competency for encouraging lifelong learning among health professionals. 10 , 11
Both the faculty members and students viewed inefficiency to teach psychomotor skills, resource intensiveness and mismanaged decorum during sessions as limitations of online learning. Even though, hands-on sessions such as laboratory and clinical skills teaching have been disrupted during COVID-19 pandemic, we believe that online simulated patients or role plays can be used teach history taking, clinical reasoning and communication skills. Sharing recorded videos of laboratory and clinical skills demonstration is also worthwhile. Faculty members also complained about lack of students’ feedback regarding understanding of subject. Research showed that regular two-way feedback helps enhance self-efficacy and motivation. 12 The interaction between facilitator, learner and study material along with emotional and social support are essential ingredients for effective learning. 13 , 14 Internet connectivity issues also adversely impacted learning through online modalities, however, simply improving internet package/speed would help resolve this. Government should also take immediate measures and telecommunication companies should invest in expanding its 4G services across the country.
Recommendations reflect that decorum can be maintained by thorough supervision of students, setting ground rules for online interaction, counselling and disciplinary actions. 15 According to students, the attention span during online learning was even shorter than face to face sessions as also supported by the literature. 16 This can be managed by using flipped classroom learning modalities, giving shorter lectures and increasing teacher-student interaction. As ‘assessment drives learning’, so online formative assessments can be conducted through Socrative and Kahoot etc. Faculty needs training and students orientation in using online learning tools. 17 Investment in buying premium software packages will also help overcome many limitations and is therefore recommended.
Limitations of the Study
As the study participants belonged to the medical and dental college from a single private-sector university of Punjab, therefore the findings are only applicable to similar contexts. For generalizability, a survey based on our findings should be conducted across the province or country. Despite the limitations, the findings offer an understanding of the advantages, limitations and recommendations for improvement in online learning, which is the need of the day.
The current study supports the use of online learning in medical and dental institutes, considering its various advantages. E-learning modalities encourage student-centered learning and they are easily manageable during this lockdown situation. It is worth considering here that currently online learning is at a nascent stage in Pakistan. It started as ‘emergency remote learning’, and with further investments we can overcome any limitations. There is a need to train faculty on the use of online modalities and developing lesson plan with reduced cognitive load and increased interactivities.
Author’s Contribution
AS and MA conceived the idea , designed the study and are responsible for integrity of research.
KM and KJ collected the data.
All the authors contributed towards data analysis and writing the manuscript and approved the final version.
Acknowledgements
The authors would like to acknowledge the participants for their time and contributions.
Conflict of interest: None.
![](http://sektorel.online/777/templates/cheerup/res/banner1.gif)
IMAGES
VIDEO
COMMENTS
For example, studies conducted during the lockdown in Botswana and Italy have shown that individual online tutoring directly targeting either parents or students in middle school has a positive ...
The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. And while online and distance learning has been used before to maintain continuity in education ...
This study explores how students at different stages of their K-12 education reacted to the mandatory full-time online learning during the COVID-19 pandemic. For this purpose, we conducted a province-wide survey study in which the online learning experience of 1,170,769 Chinese students was collected from the Guangdong Province of China.
Even before COVID-19, there was already high growth and adoption in education technology, with global edtech investments reaching US$18.66 billion in 2019 and the overall market for online education projected to reach $350 Billion by 2025. Whether it is language apps, virtual tutoring, video conferencing tools, or online learning software ...
and online modes is necessary for the post-pandemic era. To enhance the sustainability of online classes in the post-pandemic era, a set of improvements are explored and suggested. Keywords: Online classes; shift; education during pandemic; Covid-19 impact on students; sustainability of online learning; students [ perceptions, blended-learning 1.
Introduction. The COVID-19 pandemic has posed an unprecedented challenge in education, leading to the suspension of face-to-face teaching (UNESCO, 2020).This change has been particularly challenging in university undergraduate engineering degrees since much of the learning process is based on practical applications, laboratory classes, and direct contact with teachers and other students.
In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a qualitative approach with an aim to inform resilient practices of teaching in the face of public health emergencies.
Using qualitative exploratory research, we documented the. experiences of 90 undergraduate and graduate students on how online. education was affecting their learning during the pandemic. Data was ...
Taking a difference-in-differences approach, they found that receiving online education during the COVID-19 lockdown improved students' academic results by 0.22 of a standard deviation (Yu et al ...
The university suspended regular classes from 13th March 2020 and later a nationwide lockdown began in India on 25th March 2020. The academic programs of the university are based on intense classroom- and laboratory-based activities. ... The lessons we learn about online education during this pandemic will be useful during future exigencies ...
For example, in a meta-analysis of studies, researchers linked parental engagement in their middle schoolers' education with greater measures of success (Hill, N. E., & Tyson, D. F., Developmental Psychology, Vol. 45, No. 3, 2009). During the pandemic, parents had new opportunities to learn about their kids and, as a result, help them learn.
14. I resist and/or am confused when getting appropriate help during online classes. 2.19: 1.52: 15. I have poor understanding of directions and expectations during online learning. 2.16: 1.56: 16. I perceive technology as a barrier to getting help from others during online classes. 2.47: 1.43: Student isolation challenges (SIC) 2.77: 1.34: 17.
Introduction. The Coronavirus 2019 (COVID-19) pandemic has caused extraordinary challenges in the global education sector [1,2].Most countries temporarily closed educational institutions in an attempt to contain the spread of the virus and reduce infections [].In Norway, the move to online teaching and learning methods accelerated as a consequence of the physical closure of universities and ...
The world as we know it has changed over a short period of time, with the rise and spread of the deadly novel Corona virus known as COVID-19, the world will never be the same again. This study explores the devastating effects of the novel virus pandemic, the resulting lockdown, thus the need to transform the offline classroom into an online classroom. It explores and describes the numerous ...
Even more concerning, test-score gaps between students in low-poverty and high-poverty elementary schools grew by approximately 20% in math (corresponding to 0.20 SDs) and 15% in reading (0.13 SDs ...
E-learning has become the mandatory component of all educational institutions like schools, colleges, and universities in and around the world due to the pandemic crisis of COVID -19. This deadly ...
This paper, "Online Learning During the Pandemic", was written and voluntary submitted to our free essay database by a straight-A student. Please ensure you properly reference the paper if you're using it to write your assignment. Before publication, the StudyCorgi editorial team proofread and checked the paper to make sure it meets the ...
Findings from the study showcasing gender biases, which came to the forefront with the shift towards online education during the COVID-19 lockdown, are discussed. Finally, we present key gendered themes on prevailing DGD issues, which can assist in defining policies for positioning women on more equitable digital platforms.
Background The COVID-19 pandemic lead to a sudden shift to online teaching and restricted campus access. Aim To assess how university students experienced the sudden shift to online teaching after closure of campus due to the COVID-19 pandemic. Material and methods Students in Public Health Nutrition answered questionnaires two and 12 weeks (N = 79: response rate 20.3% and 26.6%, respectively ...
Fig. 1 described how to decide the implementation process of online teaching-learning. The journey begins from the collective vision of UGC and MHRD (supra-system), University and Colleges (system), and different academic departments (sub-system) in favour of implementing online teaching-learning in the education system.In the face of COVID-19, the shared vision of education system realized ...
This study explores how students at different stages of their K‐12 education reacted to the mandatory full‐time online learning during the COVID‐19 pandemic. For this purpose, we conducted a province‐wide survey study in which the online learning experience of 1,170,769 Chinese students was collected from the Guangdong Province of China.
The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a ...
Welcome to Turnitin's new website for guidance! In 2024, we migrated our comprehensive library of guidance from https://help.turnitin.com to this site, guides.turnitin.com. During this process we have taken the opportunity to take a holistic look at our content and how we structure our guides.
Airlines, hospitals and people's computers were affected after CrowdStrike, a cybersecurity company, sent out a flawed software update. By Adam Satariano, Paul Mozur, Kate Conger and Sheera ...
The current study reported advantages, limitations and recommendations to improve online learning during lockdown of institutions due to COVID-19 pandemic. This study interprets perspectives of medical/dental students and faculty members, which showed that online learning modalities are flexible and effective source of teaching and learning ...
The global computer outage affecting airports, banks and other businesses on Friday appears to stem at least partly from a software update issued by major US cybersecurity firm CrowdStrike ...