scholarly journals 674 Changes in Objectively-Measured Adolescent Sleep and Light Exposure During the COVID-19 Pandemic

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A263-A264
Author(s):  
Stacey Simon ◽  
Celine Vetter ◽  
Larissa Hunt ◽  
Anne Bowen ◽  
Corey Rynders ◽  
...  
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Light Exposure ◽  
Home Monitoring ◽  
Disease Spread ◽  
School Students ◽  
Start Time ◽  
School Closures ◽  
The Impact ◽  
At Home

Abstract Introduction U.S. adolescents have high rates of insufficient sleep. School closures and stay-at-home orders were implemented to mitigate disease spread during the Coronavirus 2019 (COVID-19) pandemic. Without the restriction of imposed early school start times, we hypothesized that adolescents would have longer, later, and less variable sleep compared to pre-COVID-19. We further hypothesized these changes would be associated with increased and later light exposure. Methods High school students age 14–19 years with <7h sleep on school nights completed two weeks of at-home monitoring. The Pre-COVID-19 week took place between October 2018-February 2020 and the COVID-19 week occurred in May 2020 during state-wide stay-at-home orders. Participants wore an accelerometer to assess sleep and light exposure while completing a concurrent sleep log. Paired-samples t-tests examined differences in sleep and light between Pre-COVID-19 and COVID-19. Pearson correlations assessed associations between change in sleep and change in light. Results Participants (N=16) were 16.5 ±1.2-years-old at Pre-COVID-19, 70.6% female, 68.8% White, and 25.1% Hispanic. Youth were participating in online learning due to in-person school closures and only 2 participants (14.3%) had a set start time, while the remainder reported learning per their own schedule. Youth obtained approximately one hour more weekday sleep per night during the COVID-19 week compared to Pre-COVID-19 (p<0.001). Bed and waketimes were significantly delayed on weekdays and weekends during COVID-19 compared to Pre-COVID-19 (p< 0.01). The greatest change was a delay in weekday waketime of 2.9□0.9h (p<0.001). Social jetlag during COVID-19 was reduced by 1/3 compared to Pre-COVID-19 (p=0.02). Average 24h lux levels were 2.5x higher during the COVID-19 week compared to Pre- COVID-19 (p=0.008). Change in average lux and timing of light were not significantly associated with change in sleep duration or timing. Conclusion An unintended effect of the switch to online learning may have been affording adolescents the opportunity to obtain longer and more regular sleep. Understanding the impact of these changed sleep behaviors on daytime functioning, academic performance, and health outcomes is particularly urgent as schools plan for the remainder of the academic year and eventual return to in-person learning. Support (if any) K23DK117021 to SLS

scholarly journals The Impact of Online Learning on the Learning Motivation of Junior High School Students

2021 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Zaitun Zaitun ◽  
M Sofian Hadi ◽  
Pinkan Harjudanti
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
21St Century ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Learning Motivation ◽  
School Students ◽  
The Impact

Online learning is a basic need of education in the 21st century. The benefits of online learning are felt in the continuity of education during the Covid-19 pandemic. This study aims to examine the impact of online learning on the learning motivation of Junior High School students. The results of the research discussion indicate that online learning has advantages, namely 1) as a medium to encourage independent learning; 2) as an effort to modernize the concept of education in the 21st century; 3) increasing the intensity of the interaction between teachers and students; 3) allows for an interaction that is not limited to space and time, and 4) meaningful learning. The impact of online learning on student learning motivation tends to be negative due to the unpreparedness of various parties, including teachers, parents, students, and schools. Early adolescents who need direct guidance, direction, and motivation must lose control due to reduced direct interaction with the teacher. The monotonous implementation of online learning, lack of direction and supervision, pressure for students to study from home, and low teacher innovation are the main causes of decreased learning motivation due to online learning.

scholarly journals The impact of computer and internet at home on academic results of the Saber 11 national exam in Colombia

2020 ◽  
Author(s):  
Fernando Barrios Aguirre ◽  
Martha Patricia Castellanos Saavedra ◽  
Diego A. Forero ◽  
Sandra Yaneth Mora Malagón
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Educational Achievement ◽  
Positive Impact ◽  
Relevant Information ◽  
School Students ◽  
The Impact ◽  
Academic Results ◽  
At Home

<p>The use of a computer and internet connection allows high school and university students to access more relevant information. However, there is no consensus on the effects of the use of these tools on academic results. This work evaluates the impact of computer and internet at home on the results of the Saber 11 test, a national exam taken by all students finishing their secondary education in Colombia, between 2017 and 2019. This impact was estimated from a pooled two-stage least squares (pooled 2SLS) model, applied to data from 1.578.460 Colombian high school students. We found that computer and internet at home had a positive impact on English language performance in the Saber 11 test in Colombia. This work allows a better understanding of the technological effects on educational achievement and provides information for the design of public policies for education in developing countries.</p><p> </p>

scholarly journals The Impact of Online Learning on the Learning Motivation of Junior High School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 32-41
Author(s):  
Pinkan Harjudanti
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
21St Century ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Independent Learning ◽  
School Students ◽  
The Impact

 Online learning is a basic need of education in the 21st century. The benefits of online learning are felt in the continuity of education during the Covid-19 pandemic. This study aims to examine the impact of online learning on the learning motivation of Junior High School (SMP) students. The results of the research discussion indicate that online learning has advantages, namely 1) as a medium to encourage independent learning; 2) as an effort to modernize the concept of education in the 21st century; 3) increasing the intensity of the interaction between teachers and students; 3) allows for an interaction that is not limited to space and time, and 4) meaningful learning. The impact of online learning on student learning motivation tends to be negative due to the unpreparedness of various parties, including teachers, parents, students, and schools. Early adolescents who need direct guidance, direction, and motivation must lose control due to reduced direct interaction with the teacher. The monotonous implementation of online learning, lack of direction and supervision, pressure for students to study from home, and low teacher innovation are the main causes of decreased learning motivation due to online learning.

scholarly journals Stress Scale in the Context of Online Learning among Junior High School Students (ages 11-17): Development, Validity, and Reliability

2021 ◽  
Author(s):  
Mardocheo Crispino ◽  
Laarni Ann Ledesma ◽  
Reyna Lou Belaro ◽  
Randolf S. Sasota
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Stress Scale ◽  
Stress Levels ◽  
The Impact

<p>The COVID-19 pandemic has prompted an unprecedented shift from face-to-face to online learning. Considering the impact of this transition, the researchers developed a scale measuring the stress levels of 319 junior high school students. Based on the evaluation of experts, the item content validity index (I-CVI) proved the validity of each item. From the original 32, 20 items were retained after conducting exploratory factor analysis (EFA). A new clustering was derived from the results, namely: (1) physical health, (2) task management, (3) valuing, and (4) relating to oneself and others. The final 20-item scale was proven to have internal consistency among items with Cronbach’s alpha of 0.923. The results of measurement invariance (MI) tests indicate that the newly developed four-factor stress scale in the context of online learning measure the same underlying constructs across sex, grade level, and age groups. Consequently, the differences in stress levels among the groups were also determined. </p>

scholarly journals Were we ready? New Zealand high school students' experiences of online learning during school closures of Covid-19, 2020

2021 ◽  
Vol 25 ◽  
pp. 20-38
Author(s):  
Anne Yates ◽  
Louise Starkey
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
New Zealand ◽  
School Students ◽  
School Closures ◽  
Use Of Technology ◽  
Effective Use ◽  
Learning Schools ◽  
Senior High School Students

The Covid-19 pandemic of 2020 resulted in New Zealand schools closing and teaching moving to online. This paper reports research which investigated senior high school students experience of learning from home during these school closures and anything about the experience that they would like continued in the future. High school students in their final two years of schooling (n=1975) responded to a questionnaire consisting of quantitative and qualitative questions with qualitative data analysed thematically and quantitative data with descriptive statistics. Findings revealed that a variety of learning activities, feedback on learning, positive social interactions and effective use of technology supported students. A lack of motivation and daily structure were the major hinderances. The key experience they would like continued was greater flexibility in their learning. Schools demonstrated varying degrees of readiness for the crisis, but findings showed the need for resilience plans which include policies and practices for student and teacher digital readiness in preparation for future crises which result in emergency online learning.

scholarly journals Impact of policy interventions and social distancing on SARS-CoV-2 transmission in the United States

2020 ◽  
Author(s):  
Nickolas Dreher ◽  
Zachary Spiera ◽  
Fiona M. McAuley ◽  
Lindsey Kuohn ◽  
John R. Durbin ◽  
...  
Keyword(s):  
Doubling Time ◽  
Careful Analysis ◽  
The United States ◽  
Disease Spread ◽  
Reproductive Number ◽  
School Closures ◽  
Social Distancing ◽  
Policy Interventions ◽  
The Impact ◽  
At Home

AbstractBackgroundPolicymakers have employed various non-pharmaceutical interventions (NPIs) such as stay-at-home orders and school closures to limit the spread of Coronavirus disease (COVID-19). However, these measures are not without cost, and careful analysis is critical to quantify their impact on disease spread and guide future initiatives. This study aims to measure the impact of NPIs on the effective reproductive number (Rt) and other COVID-19 outcomes in U.S. states.MethodsIn order to standardize the stage of disease spread in each state, this study analyzes the weeks immediately after each state reached 500 cases. The primary outcomes were average Rt in the week following 500 cases and doubling time from 500 to 1000 cases. Linear and logistic regressions were performed in R to assess the impact of various NPIs while controlling for population density, GDP, and certain health metrics. This analysis was repeated for deaths with doubling time from 50 to 100 deaths and included several healthcare infrastructure control variables.ResultsStates that had a stay-at-home order in place at the time of their 500th case are associated with lower average Rt the following week compared to states without a stay-at-home order (p < 0.001) and are significantly less likely to have an Rt>1 (OR 0.07, 95% CI 0.01 to 0.37, p = 0.004). These states also experienced a significantly longer doubling time from 500 to 1000 cases (HR 0.35, 95% CI 0.17 to 0.72, p = 0.004). States in the highest quartile of average time spent at home were also slower to reach 1000 cases than those in the lowest quartile (HR 0.18, 95% CI 0.06 to 0.53, p = 0.002).DiscussionFew studies have analyzed the effect of statewide stay-at-home orders, school closures, and other social distancing measures in the U.S., which has faced the largest COVID-19 case burden. States with stay-at-home orders have a 93% decrease in the odds of having a positive Rt at a standardized point in disease burden. States that plan to scale back such measures should carefully monitor transmission metrics.

scholarly journals The impact of computer and internet at home on academic results of the Saber 11 national exam in Colombia

2020 ◽  
Author(s):  
Fernando Barrios Aguirre ◽  
Martha Patricia Castellanos Saavedra ◽  
Diego A. Forero ◽  
Sandra Yaneth Mora Malagón
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Educational Achievement ◽  
Positive Impact ◽  
Relevant Information ◽  
School Students ◽  
The Impact ◽  
Academic Results ◽  
At Home

<p>The use of a computer and internet connection allows high school and university students to access more relevant information. However, there is no consensus on the effects of the use of these tools on academic results. This work evaluates the impact of computer and internet at home on the results of the Saber 11 test, a national exam taken by all students finishing their secondary education in Colombia, between 2017 and 2019. This impact was estimated from a pooled two-stage least squares (pooled 2SLS) model, applied to data from 1.578.460 Colombian high school students. We found that computer and internet at home had a positive impact on English language performance in the Saber 11 test in Colombia. This work allows a better understanding of the technological effects on educational achievement and provides information for the design of public policies for education in developing countries.</p><p> </p>

scholarly journals Stress Scale in the Context of Online Learning among Junior High School Students (ages 11-17): Development, Validity, and Reliability

2021 ◽  
Author(s):  
Mardocheo Crispino ◽  
Laarni Ann Ledesma ◽  
Reyna Lou Belaro ◽  
Randolf S. Sasota
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Stress Scale ◽  
Stress Levels ◽  
The Impact

<p>The COVID-19 pandemic has prompted an unprecedented shift from face-to-face to online learning. Considering the impact of this transition, the researchers developed a scale measuring the stress levels of 319 junior high school students. Based on the evaluation of experts, the item content validity index (I-CVI) proved the validity of each item. From the original 32, 20 items were retained after conducting exploratory factor analysis (EFA). A new clustering was derived from the results, namely: (1) physical health, (2) task management, (3) valuing, and (4) relating to oneself and others. The final 20-item scale was proven to have internal consistency among items with Cronbach’s alpha of 0.923. The results of measurement invariance (MI) tests indicate that the newly developed four-factor stress scale in the context of online learning measure the same underlying constructs across sex, grade level, and age groups. Consequently, the differences in stress levels among the groups were also determined. </p>

scholarly journals The Impact of Computer and Internet at Home on Academic Results of the Saber 11 National Exam in Colombia

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110408
Author(s):  
Fernando Barrios Aguirre ◽  
Diego A. Forero ◽  
Martha Patricia Castellanos Saavedra ◽  
Sandra Yaneth Mora Malagón
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Positive Impact ◽  
Relevant Information ◽  
The Internet ◽  
School Students ◽  
The Impact ◽  
Academic Results ◽  
At Home

The use of a computer and internet connection allows high school and university students to access more relevant information. However, there is no consensus on the effects of the use of these tools on academic results. This work evaluates the impact of computers and the internet at home on the results of the Saber 11 test, a national exam taken by all students finishing their secondary education in Colombia, between 2017 and 2019. This impact was estimated from a pooled two-stage least squares (pooled 2SLS) model, applied to data from 1,578,460 Colombian high school students. We found that computers and the internet at home had a positive impact on English language performance in the Saber 11 test in Colombia. This work allows a better understanding of the technological effects on educational achievement and provides information for the design of public policies for education in developing countries.

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