scholarly journals Fear of COVID-19 Effects on University Student’s Health Behaviours: The FRESH Study

2021 ◽  
Vol 9 (3) ◽  
pp. 52
Author(s):  
Madison Grande ◽  
Patricia Doyle-Baker
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Health Behaviours ◽  
Smoking Behaviour ◽  
Online Classes ◽  
Eating Behaviours ◽  
Face To Face ◽  
Daily Routines ◽  
Health Related ◽  
Moderate Range

Background: The imposed stay-at-home restrictions with the coronavirus (COVID-19) pandemic disrupted daily routines and impacted some population groups more than others. One such group included university students who were forced to adapt to online classes reducing face to face interactions. The uncertainty associated with this change may have created a sense of anxiety and fear towards the virus. Objective: The objective of this study was to measure the level of fear associated with COVID-19 in Canadian undergrad university students and the influence fear may have on their health-related behaviours during an ongoing pandemic. Methods: Students enrolled in four large universities in the province of Alberta were invited to complete an online Fear of COVID-19 Scale (FCV-19S) from January 4th to February 15th, 2021. Results: Undergraduate students (n=680; 73.4% female) with a mean age of 23 (SD 5) years had an average FCV-19 score of 17.1 (SD 6.1) out of 35. Many students (60%) categorized their fear in the moderate range and females were more likely to have a higher FCV-19 score (p<.05) than males. Increases in alcohol and substance use, sleeping and eating behaviours were significantly associated (p<.05) with higher FCV-19 scores (p=.047; p=.000; p=.000). Most student’s smoking behaviour (80.5%) remained the same, however physical activity decreased. Conclusion: In summary, students showed a moderate level of fear associated with COVID-19 during the pandemic, and those with greater levels of fear reported more negative heath behaviour choices. These results highlight that continued restrictions during the COVID-19 pandemic continue to negatively impact student’s health behaviours.

Exploring University Students’ Perceptions Of Online Physical Education Class As Participants: A Qualitative Case Study

2021 ◽  
Vol 7 (5) ◽  
pp. 3559-3575
Author(s):  
Zhao Jia ◽  
Dandan Tang ◽  
Borhannudin Bin Abdullah ◽  
Roxana Dev Omar Dev ◽  
Shamsulariffin bin Samsudin
Keyword(s):  
College Students ◽  
Physical Education ◽  
University Students ◽  
Online Courses ◽  
Online Classes ◽  
Face To Face ◽  
University Of Technology ◽  
Face To Face Learning

Compare face to face learning, the implication of online courses has been discussed for several years in higher education. However, in 2020 the rise of the global COVID-19 pandemic has created obvious shifts in university students’ life. In order to ensure the “suspension of classes”, university students took part more in online classes compare to physical education (PE) classes in China. It is significant to explore students’ views on PE online learning that is benefit for teachers to provide students with high quality of online PE courses, which will be better to guide students to take PE lessons and also improve students’ health. This study investigated the issues of students’ perceptions toward online physical education courses in Tianjin University of Technology in China based on a case study. The findings of this study indicate that some students don’t like taking online PE courses due to there were some disadvantages of online PE lesson. Some students enjoy taking online PE courses because of the interesting sports videos. This study also explored teachers’ view on how to motivate college students to engage in physical education classes and recommends specific strategies for teachers to motivate college students to take online PE courses.

scholarly journals Switching from Face-to-Face to Online Instruction Midsemester

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Debora Herold ◽  
Tina Chen
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Undergraduate Students ◽  
Online Instruction ◽  
Online Classes ◽  
Face To Face ◽  
Global Pandemic ◽  
Limited Perspective ◽  
Technology Changes ◽  
Before And After

The COVID-19 pandemic disrupted higher education during Spring 2020 by forcing all face-to-face classes to unexpectedly transition to online learning. To better understand how switching to remote learning affected students and the factors that impacted their ability to successfully complete classes, 168 undergraduate students in three different psychology classes (six sections total) were asked in the last week of the semester about their experiences from before and after the switch. Students reported some decreased access to technology, changes in work responsibilities, some amount of physical illness, and the need to care for others who were physically ill. Notably, students consistently reported increased stress and decreased ability to focus. Students varied in how much they prioritized classes after the switch, which predicted their performance in the class, measured by exam grade, overall grade, and completion of attendance before and after the switch. Importantly, survey respondents significantly differed from non-respondents in their class performance, which suggests that results from voluntary surveys may capture a limited perspective and possibly underestimate the detrimental effects of the shift to online instruction. Implications for planning for future online classes in a global pandemic are discussed.

scholarly journals EFL Learners' Perspectives Towards Online Reading Module of IELTS: A Study at Tertiary Level

2021 ◽  
Vol 12 (6) ◽  
pp. 942-947
Author(s):  
Tanzina Halim ◽  
Sayyed Rashid Ali Shah
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Testing System ◽  
Online Classes ◽  
Online Reading ◽  
Face To Face ◽  
Saudi Students ◽  
English Speaking ◽  
General Training

This paper seeks to investigate the attitude of students towards attending IELTS (Reading) classes online. The International English Language Testing System (IELTS) is a world-wide recognized test that students/ candidates have to take to assess their English language proficiency to study or work in an English- speaking context. They have to either take the IELTS Academic or the IELTS General Training modules. In recent times with the shift from face-to-face to online classes, the students face many challenges while attending online classes of IELTS, especially the reading module. This study aims to find out the problems which are faced by Saudi students while attending online classes. For this, 40 undergraduate students, both males and females of a public university in Saudi Arabia, were chosen as participants to carry out the study. A survey questionnaire was administered to the students who experienced challenges in online classes of IELTS. Based on the findings, the study concludes with some recommendations about how students can overcome the challenges they face while having online classes of the Reading module of IELTS.

scholarly journals Eating Behaviors among Online Learning Undergraduates during the COVID-19 Pandemic

2021 ◽  
Vol 18 (23) ◽  
pp. 12820
Author(s):  
Christine Yeong Ying Pung ◽  
Seok Tyug Tan ◽  
Seok Shin Tan ◽  
Chin Xuan Tan
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Healthy Eating ◽  
Eating Behaviors ◽  
Well Being ◽  
Health Interventions ◽  
Online Classes ◽  
Education Systems ◽  
Face To Face ◽  
Meal Skipping

The outbreak of Coronavirus Disease-2019 (COVID-19) has upended education systems. The pandemic switched traditional face-to-face classes to online classes. Poor eating behaviors in undergraduate students’ lives may affect the well-being of their later stages of life. This study aimed to investigate the eating behaviors among online learning undergraduates during the COVID-19 pandemic. A total of 122 students were recruited. The results revealed more than half of the respondents (52.46%) skipped meals. Breakfast (46.72%) was the most skipped meal. The majority of the respondents (94.26%) snacked between meals. Biscuits (88.52%), bread (84.43%), and fruits (80.33%) were the most common snacked foods. Meal skipping was found to be associated with gender (χ2 = 6.83, p < 0.05). In the future, more health interventions program aimed to promote healthy eating behaviors among undergraduates are highly warranted.

scholarly journals Do-it-yourself physiology labs: Can hands-on laboratory classes be effectively replicated online?

2021 ◽  
Vol 45 (1) ◽  
pp. 95-102
Author(s):  
Kay Colthorpe ◽  
Louise Ainscough
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Teaching Staff ◽  
Online Classes ◽  
Loss Of Face ◽  
Face To Face ◽  
Online Laboratory ◽  
Do It Yourself ◽  
Essential Knowledge ◽  
The Impact

Laboratory classes are a cornerstone of physiology education, enabling students to develop essential knowledge and skills. Recent moves toward utilizing blended options to support face-to-face classes with online materials are beneficial, but using solely online classes may not produce similar learning gains. During 2020, the global pandemic meant a loss of face-to-face teaching, such that laboratory classes were rapidly transitioned to online delivery. This study explores the impact of this shift on undergraduate students, evaluating their use of the online laboratory classes and the impact this had on their examination performance and their perceptions of learning. Student use of the online laboratory classes varied, with those spending more time performing better on examinations. Students valued the online classes, finding them helpful for their learning, but also felt that the lack of face-to-face laboratory classes and interactions with peers and teaching staff was detrimental to their learning experience. Overall, academic performance of online learners was comparable to previous years but may indicate some underlying deficits.

scholarly journals Views and Evaluations of University Students about Distance Education During the COVID-19 Pandemic

2020 ◽  
Vol 9 (3) ◽  
pp. 185-198
Author(s):  
Ahmet Sahbaz
Keyword(s):  
Distance Education ◽  
Content Analysis ◽  
University Students ◽  
The Internet ◽  
The Novel ◽  
Education Students ◽  
Face To Face ◽  
Daily Routines ◽  
Conventional Content Analysis ◽  
Novel Coronavirus

In recent years, technological devices and the Internet have become an integral part of our lives, changing many of our habits and daily routines. This change became more rapid and intense during the early months of the COVID-19 pandemic when countries compulsorily locked down their populations in an attempt to impede or halt the spread of the novel coronavirus. In order to continue their education, students stayed at home and were required instead to study online using a computer or a mobile device such as a smartphone. According to UNESCO (n.d.), “more than 1.5 billion students are or have been affected by school and university closures during this period.” As a result, distance education has become the “new normal” of the educational system. Prior to the pandemic, many studies had been conducted regarding the opinions and attitudes of university students toward distance education; however, publications on this subject since the beginning of the pandemic are still very new. Indeed, the current study aimed to reveal the views and evaluations of university students towards distance education since the beginning of the pandemic. This qualitative study was carried out at the Turcology Department of Tuzla University in the Bosnia Herzegovina Federation. A questionnaire comprised of 12 open-ended questions was used to collect the data, which was then analyzed using the conventional content analysis approach. From the results of the study, it can be concluded that almost 90% of the participants were against distance education, but firm supporters of face-to-face education.

scholarly journals Incorporating Wiki Technology in a Traditional Biostatistics Course: Effects on University Students’ Collaborative Learning, Approaches to Learning and Course Performance

10.28945/3794 ◽  
2017 ◽  
Vol 16 ◽  
pp. 285-299
Author(s):  
Shirley S.M. Fong ◽  
Samuel Kai Wah Chu ◽  
Wilfred W.F. Lau ◽  
I. Doherty ◽  
K.F. Hew
Keyword(s):  
Collaborative Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Approaches To Learning ◽  
Control Group ◽  
Learning Approaches ◽  
Course Performance ◽  
Face To Face ◽  
Wiki Technology ◽  
Individual Accountability

Aim/Purpose: To investigate the effectiveness of incorporating wiki technology in an under-graduate biostatistics course for improving university students’ collaborative learning, approaches to learning, and course performance. Methodology: During a three year longitudinal study, twenty-one and twenty-four undergraduate students were recruited by convenience sampling and assigned to a wiki group (2014-2015) and a control group (2013-2014 and 2015-2016), respectively. The students in the wiki group attended face-to-face lectures and used a wiki (PBworks) weekly for online- group discussion, and the students in the control group had no access to the wiki and interacted face-to-face only. The students’ collaborative learning, approaches to learning, and course performance were evaluated using the Group Process Questionnaire (GPQ), Revised Study Process Questionnaire (R-SPQ-2F) and course results, respectively, after testing. Findings: Multivariate analysis of variance results revealed that the R-SPQ-2F surface approach score, surface motive and strategy subscores were lower in the wiki group than in the control group (p < 0.05). The GPQ individual accountability and equal opportunity scores (components of collaboration) were higher in the wiki group than in the control group (p < 0.001). No significant between-groups differences were found in any of the other outcome variables (i.e., overall course result, R-SPQ-2F deep approach score and subscores, GPQ positive interdependence score, social skills score, and composite score). Looking at the Wiki Questionnaire results, the subscale and composite scores we obtained were 31.5% to 37.7% lower than the norm. The wiki was used at a frequency of about 0.7 times per week per student. Recommendations for Practitioners: Using wiki technology in conjunction with the traditional face-to-face teaching method in a biostatistics course can enhance some aspects of undergraduate students’ collaborative learning (individual accountability and equal participation opportunity) and approaches to learning (with less surface learning). However, use of a wiki does not improve course performance.

scholarly journals Female Saudi University Students’ Perceptions of Online Education Amid COVID-19 Pandemic

2021 ◽  
pp. 381-397
Author(s):  
Nasrin Altuwairesh
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Educational Process ◽  
Mitigation Measures ◽  
Online Classes ◽  
Face To Face ◽  
Education Experience

The outbreak of the COVID-19 pandemic has wreaked havoc and caused world-wide disruptions to daily activities, including education. Numerous mitigation measures were taken to slow down the rapid spread of this pandemic. The situation, subsequently, entailed utilizing technology to ensure the continuation of the educational process. The abrupt shift to online education presented significant challenges to teachers and learners alike. Uncovering students’ perceptions of their online education experience will help address and deal with these challenges. This study attempted to explore the perceptions of Saudi female undergraduate students of their online education experience amid the COVID-19 pandemic. The total of 241 female students at the College of Languages and Translation at King Saud University in Riyadh answered a multi-item online survey. The results revealed that many of the respondents were happy with their online learning experience, enjoyed learning online and looked forward to their online classes. However, when asked to compare online learning to brick-and-mortar classes, more than half of the participants stated that they prefer traditional, face-to-face learning. The results of this study also revealed that the significant problems students faced in online education related to staying motivated, technical issues and the absence of face-to-face interaction. Despite the many challenges they face when learning online, the most cited advantage for online education mentioned by the participants is that it is more convenient. The results also indicated that this education mode seemed to suit shy students more, as they stated that they participate and ask questions more in online classes.

scholarly journals Female Saudi University Students’ Perceptions of Online Education Amid COVID-19 Pandemic

2021 ◽  
Author(s):  
Nasrin Altuwairesh
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Educational Process ◽  
Mitigation Measures ◽  
Online Classes ◽  
Face To Face ◽  
Education Experience

The outbreak of the COVID-19 pandemic has wreaked havoc and caused world-wide disruptions to daily activities, including education. Numerous mitigation measures were taken to slow down the rapid spread of this pandemic. The situation, subsequently, entailed utilizing technology to ensure the continuation of the educational process. The abrupt shift to online education presented significant challenges to teachers and learners alike. Uncovering students’ perceptions of their online education experience will help address and deal with these challenges. This study attempted to explore the perceptions of Saudi female undergraduate students of their online education experience amid the COVID-19 pandemic. The total of 241 female students at the College of Languages and Translation at King Saud University in Riyadh answered a multi-item online survey. The results revealed that many of the respondents were happy with their online learning experience, enjoyed learning online and looked forward to their online classes. However, when asked to compare online learning to brick-and-mortar classes, more than half of the participants stated that they prefer traditional, face-to-face learning. The results of this study also revealed that the significant problems students faced in online education related to staying motivated, technical issues and the absence of face-to-face interaction. Despite the many challenges they face when learning online, the most cited advantage for online education mentioned by the participants is that it is more convenient. The results also indicated that this education mode seemed to suit shy students more, as they stated that they participate and ask questions more in online classes.

scholarly journals Fostering Emerging Online Learner Persistence:

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Staci Gilpin
Keyword(s):  
Undergraduate Students ◽  
Social Presence ◽  
Course Design ◽  
Online Courses ◽  
Online Classes ◽  
Online Learners ◽  
Face To Face ◽  
Starting Point ◽  
Responsive Design ◽  
Student Values

Undergraduate students living on-campus and taking online and face-to-face courses concurrently, are the predominant consumer of online classes (Seaman et al., 2018). However, they have lower rates of persistence for online courses as compared to face-to-face courses (Hart, 2012; Xu & Jaggars, 2011). Part of the reason could be due to the mismatch between the types of interactions they prefer and what is being provided in online courses. The purpose of this literature review is to investigate the use of asynchronous and synchronous discussions as a way to address the needs of emerging online learners. Using elements of previously developed frameworks, I propose the Framework for Emerging Online Learner Persistence (FEOLP). This framework addresses the values and needs of emerging online learners through course design that has the potential to enhance social presence using student values to determine the blend of asynchronous and synchronous interactions. Given the limited research to draw from on how to design online courses, this framework and the recommendations from this article provide a starting point for the responsive design of online courses for the emerging online learner with potential application to other groups of distinct online learners.

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