Impacts of the COVID-19 Transition to Remote Instruction for University Students

Autor/inn/en	Rahal, Danny; Shaw, Stacy
Titel	Impacts of the COVID-19 Transition to Remote Instruction for University Students
Quelle	In: Journal of Student Affairs Research and Practice, 60 (2023) 1, S.108-122 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rahal, Danny) ORCID (Shaw, Stacy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1080/19496591.2022.2111519
Schlagwörter	College Students; Public Colleges; COVID-19; Pandemics; Emergency Programs; School Closing; Student Adjustment; Distance Education; Electronic Learning; Socioeconomic Influences; Financial Problems; Food; Academic Achievement; Barriers; Security (Psychology); Student Experience; Mothers; Educational Attainment; Student Attitudes + Suchen Sie Ihr Suchwort? Collegestudent; Hilfsprogramm; School closings; Schule; Schließung; Schließung (von Schulen); Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Distance study; Distance learning; Fernunterricht; Sozioökonomischer Faktor; Lebensmittel; Schulleistung; Security; Psychology; Sicherheit; Studienerfahrung; Mother; Mutter; Bildungsabschluss; Bildungsgut; Schülerverhalten
Abstract	At a public university in March 2020, 234 students (78% female; 63% second year, 28% third year) enrolled in a psychological statistics course described their experiences during the first week of the transition to remote instruction in response to coronavirus disease 2019. Qualitative responses indicated 13 common concerns in the following domains: financial, housing, and food security; social life; emotional health; sleep; and academic performance. Students with lower socioeconomic status were more likely to experience financial instability, food insecurity, and academic challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01