How Has My Life Changed As A Result Of Becoming A College Student At Highline College?
Baronial 28, 2020
By Aleksander Aristovnik, Ph.D., Professor at the Faculty of Public Assistants, University of Ljubljana
In a menstruation of only few months, the COVID-19 pandemic caused by a novel coronavirus has radically transformed the lives of masses of people around the globe, including students. Indeed, as of Apr one, 2020, the number of learners required to stay at home due to the closure of their educational institution at all course levels reached a elevation of ane.598 billion from 194 countries (UNESCO, 2020). Autonomously from the devastating wellness consequences for those directly affected by the virus, the COVID-xix pandemic holds major implications for the way higher education students live and work, affecting their concrete and mental well-existence in profound means. To capture the immediate economic and social effects of the pandemic, between May 5 and June 15, 2020 researchers from the Faculty of Public Administration at the Academy of Ljubljana (along with international partners) launched a large-scale online survey across the world (31,000+ students from six continents, 100+ countries and 150+ institutions). Entitled Impact of the Covid-19 Pandemic on Life of Higher Educational activity Students, the online questionnaire was based on and extended "The European Students' Union Survey (2020)" and asks college education students – what has student life looked like during the COVID-19 pandemic, including education and learning, social contacts, too as how they are coping with the state of affairs emotionally in unlike parts of the world.
With this unique comprehensive global study, we tried to provide systematic meaningful insights into students' satisfaction and perception of dissimilar aspects of their lives during the pandemic, including their opinions on the immediate and distant future. We found that education staff and universities' public relations offered students the most important support at the university during the pandemic. On the other manus, the lack of computer skills and the perception of a relatively college workload prevented students from perceiving a higher performance while adapting to the 'new normal'; namely, distance education. During the lockdown, students primarily raised concerns nearly their future professional career and written report bug and were mainly bored, anxious and frustrated. They also inverse some of their hygienic behaviors such equally regularly wearing masks and washing hands, and daily routine habits like leaving abode and shaking hands. While the office of both hospitals and universities appears to be positive, governments and banks did non encounter the students' expectations during the pandemic.
Socio-demographic (and geographic) factors also played an important role in the students' perception of unlike aspects of academic piece of work/life as the empirical results suggest the COVID-xix pandemic has by and large had a stronger issue on male students, function-fourth dimension students, undergraduate students, practical sciences students, students with a lower living standard, and students from less adult regions (in Africa and Asia). Further, in club to illuminate the factors that influence students' satisfaction with the role of their academy during the pandemic, an ordinal logistic regression was applied in our empirical analysis. The results demonstrate that more hopeful and less bored students, students who were more than satisfied with their bookish work/life, social science students, students with more resources (with a scholarship and/or the ability to pay the overall costs of study) and those who were studying in Europe showed greater satisfaction with the role and measures of their university during the COVID-19 crisis (for more see Impacts of the COVID-19 Pandemic on Life of College Pedagogy Students: A Global Perspective)
How do American students compare to the rest of the world?
In our sample, at that place were 392 student responses from the United States (including from the University of Nevada, Reno). In general, the U.S students may not have been as strongly affected academically past the COVID-19 pandemic as elsewhere in the earth. In fact, they showed, in general, above (global) boilerplate satisfaction with most of the survey elements. Fifty-fifty more, they were highly satisfied (amid the elevation 5 countries) with sending presentations and written communications as part of a reorganization of tutorials/seminars and practical classes, and with email communication as part of supervision/mentorships. They were likewise very satisfied with lecturers` responses in terms of providing course assignments (e.g. readings, homework, quizzes) on a regular basis, responding to questions in a timely manner and informing students on what exams volition look like in this new state of affairs. The U.S. students were also among the front-runners in exposing their confidence in figurer skills (eastward.g. sharing digital content, using online instruction and collaboration platforms, etc.) and satisfaction with the support of the teaching staff and the international role. Surprisingly, below average satisfaction was noticed when assessing students` access to a tranquillity place to written report or to a desk. Moreover, the U.Due south students showed significantly less satisfaction (2.6 out of 5) with the regime`s response to the Covid-19 pandemic. Every bit a comparing, students in New Zealand showed the greatest level of satisfaction with their government response (4.half dozen). Nevertheless, the U.S. students are more satisfied with the role of their universities (3.5) as the U.S. ranks in the top third of the studied countries.
According to our findings, the COVID-19 crisis corroborate the concerns of international institutions like the United Nations, which stress the importance of the efficient delivery of educational programs in social club to avert digital, social, economic and gender inequalities. Policymakers on all levels should invest in digital literacy and infrastructure, while educational institutions should provide flexible delivery methods, digital platforms and modernized user-friendly curricula to both students and teachers. All government involved in college education systems and the well-being of students, who constitute an extremely important segment of the population, should prepare a set of proactive measures in the higher education arena then as to ensure the proper support for students and their good for you development in these e'er-irresolute circumstances caused past the pandemic.
How Has My Life Changed As A Result Of Becoming A College Student At Highline College?,
Source: https://www.unr.edu/business/international/blog/covid-19-affecting-students
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