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      Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study

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          Abstract

          The COVID-19 pandemic has caused a massive disruption in the way traditional higher education institutions deliver their courses. Unlike transitions from face-to-face teaching to blended, online or flipped classroom in the past, changes in emergency remote teaching –a temporary shift of instructional delivery to an alternate remote delivery mode due to crisis circumstances– happen suddenly and in an unplanned way. This study analyzes the move to emergency remote teaching at the School of Telecommunication Engineering (Universidad Politécnica de Madrid), and the impact of organizational aspects related to unplanned change, instruction-related variables –class size, synchronous/asynchronous delivery– and use of digital supporting technologies, on students' academic performance. Using quantitative data of academic records across all (N = 43) courses of a bachelor's degree programme in Telecommunication Engineering and qualitative data from a questionnaire delivered to all (N = 43) course coordinators, the research also compares the academic results of students during the COVID-19 pandemic with those of previous years. The results of this case study show an increase in students' academic performance in emergency remote teaching, and support the idea that organizational factors may contribute to successful implementation of emergency remote teaching; the analysis does not find differences across courses with different class sizes or delivery modes. The study further explores possible explanations for the results of the analysis, considering organizational, individual and instruction-related aspects.

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          Effects of COVID-19 on College Students’ Mental Health in the United States: Interview Survey Study

          Changwon Son, Sudeep Hegde, Alec Smith … (2020)
          Background Student mental health in higher education has been an increasing concern. The COVID-19 pandemic situation has brought this vulnerable population into renewed focus. Objective Our study aims to conduct a timely assessment of the effects of the COVID-19 pandemic on the mental health of college students. Methods We conducted interview surveys with 195 students at a large public university in the United States to understand the effects of the pandemic on their mental health and well-being. The data were analyzed through quantitative and qualitative methods. Results Of the 195 students, 138 (71%) indicated increased stress and anxiety due to the COVID-19 outbreak. Multiple stressors were identified that contributed to the increased levels of stress, anxiety, and depressive thoughts among students. These included fear and worry about their own health and of their loved ones (177/195, 91% reported negative impacts of the pandemic), difficulty in concentrating (173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased social interactions due to physical distancing (167/195, 86%), and increased concerns on academic performance (159/195, 82%). To cope with stress and anxiety, participants have sought support from others and helped themselves by adopting either negative or positive coping mechanisms. Conclusions Due to the long-lasting pandemic situation and onerous measures such as lockdown and stay-at-home orders, the COVID-19 pandemic brings negative impacts on higher education. The findings of our study highlight the urgent need to develop interventions and preventive strategies to address the mental health of college students.
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            Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland

            Timon Elmer, Kieran Mepham, Christoph Stadtfeld (2020)
            This study investigates students’ social networks and mental health before and at the time of the COVID-19 pandemic in April 2020, using longitudinal data collected since 2018. We analyze change on multiple dimensions of social networks (interaction, friendship, social support, co-studying) and mental health indicators (depression, anxiety, stress, loneliness) within two cohorts of Swiss undergraduate students experiencing the crisis (N = 212), and make additional comparisons to an earlier cohort which did not experience the crisis (N = 54). In within-person comparisons we find that interaction and co-studying networks had become sparser, and more students were studying alone. Furthermore, students’ levels of stress, anxiety, loneliness, and depressive symptoms got worse, compared to measures before the crisis. Stressors shifted from fears of missing out on social life to worries about health, family, friends, and their future. Exploratory analyses suggest that COVID-19 specific worries, isolation in social networks, lack of interaction and emotional support, and physical isolation were associated with negative mental health trajectories. Female students appeared to have worse mental health trajectories when controlling for different levels of social integration and COVID-19 related stressors. As universities and researchers discuss future strategies on how to combine on-site teaching with online courses, our results indicate the importance of considering social contacts in students’ mental health and offer starting points to identify and support students at higher risk of social isolation and negative psychological effects during the COVID-19 pandemic.
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              Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity

              Chrysi Rapanta, Luca Botturi, Peter Goodyear … (2020)
              The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.
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                Author and article information

                Journal
                Journal ID (nlm-ta): Comput Human Behav
                Journal ID (iso-abbrev): Comput Human Behav
                Title: Computers in Human Behavior
                Publisher: Elsevier Ltd.
                ISSN (Print): 0747-5632
                ISSN (Electronic): 0747-5632
                Publication date PMC-release: 28 January 2021
                Publication date (Print): June 2021
                Publication date (Electronic): 28 January 2021
                Volume: 119
                Page: 106713
                Affiliations
                [a ]Departamento de Ingeniería de Organización, Administración de Empresas y Estadística, ETSI de Telecomunicación, Universidad Politécnica de Madrid, Spain
                [b ]Department of Electronic Physics, Electric Engineering and Applied Physics, ETSI de Telecomunicación, Universidad Politécnica de Madrid, Spain
                Author notes
                [∗ ]Corresponding author.
                Article
                Publisher Item ID: S0747-5632(21)00035-2 Publisher ID: 106713
                DOI: 10.1016/j.chb.2021.106713
                PMC ID: 8631572
                PubMed ID: 34866769
                SO-VID: 32aa718a-11d0-47bc-babf-6a18c38fc02a
                Copyright © © 2021 Elsevier Ltd. All rights reserved.
                License:

                Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

                History
                Date received : 13 October 2020
                Date accepted : 20 January 2021
                Categories
                Subject: Article

                Keywords: higher education,academic performance,emergency remote teaching,class size,online learning,synchrony
                Data availability:
                Keywords: higher education, academic performance, emergency remote teaching, class size, online learning, synchrony

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