Digital Disruption in the COVID-19 Era: The Impact on Learning and Students' Ability to Cope with Study in an Unknown World

Autor/inn/en	James, Trixie; Toth, Gabriela; Tomlins, Melissa; Kumar, Brijesh; Bond, Kerry
Titel	Digital Disruption in the COVID-19 Era: The Impact on Learning and Students' Ability to Cope with Study in an Unknown World
Quelle	In: Student Success, 12 (2021) 3, S.84-95 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (James, Trixie) ORCID (Toth, Gabriela) ORCID (Tomlins, Melissa) ORCID (Kumar, Brijesh) ORCID (Bond, Kerry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2205-0795
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Online Courses; Educational Technology; Technology Uses in Education; Student Adjustment; Well Being; Stress Variables; Coping; Fear; Student Attrition; Barriers; Peer Relationship; Family Environment; Student Employment; Resilience (Psychology); Individual Development; Educational Quality; Australia + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Well-being; Wellness; Wohlbefinden; Bewältigung; Furcht; Schülerbeurlaubung; Peer-Beziehungen; Familienmilieu; Studentenarbeit; Individuelle Entwicklung; Quality of education; Bildungsqualität; Australien
Abstract	The COVID-19 pandemic will forever be known as a disruptive dilemma that impacted many industries in Australia. For the university sector, sudden lockdown and social distancing rules resulted in an acceleration in the provision of learning and teaching via online platforms, creating new challenges for students and educators. This project explored the ways in which an enabling course supported students through the forced transition from face-to-face classes to online learning due to the COVID-19 restrictions, and the students' ability to adjust to the disruption caused by the pandemic. This unexpected change provided the opportunity to explore how enabling students perceived this experience and the effect it had on their ability to complete their units of study. This paper presents findings on the impact that the abrupt transition to online learning had on the students' educational experience and on their psychological and emotional wellbeing. It was found that most students experienced increased stress due to the changes in household dynamics, responsibilities and a different learning context, yet many reported improved study and technological skills, as well as an improved awareness of their ability to cope with change. (As Provided).
Anmerkungen	Queensland University of Technology. QUT Library, GPO Box 2434, Brisbane, OLD 4001, Australia. Tel: +61-07-3138-5345; e-mail: journal@unistars.org; Web site: https://studentsuccessjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01