Work

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

Year: 2022

Type: article

Abstract: In March 2020, 234 students (77.50% female; 63.09% second-year, 28.33% third-year) enrolled in a psychological statistics course at a public university described their experiences during the first week of the COVID-19-related transition to remote instruction. Qualitative responses indicated 13 common concerns including financial, housing, and food insecurity; social life concerns; distress; sleep difficulties; and academic problems. Students with lower socioeconomic status were more likely to experience financial instability, food insecurity, and difficulty focusing academically.

Source: NASPA Journal

DOI: 10.1080/19496591.2022.2111519

Authors: Danny Rahal, Stacy Shaw

Institutions: University of California, Los Angeles, Worcester Polytechnic Institute

Language: English

Topic: Education during COVID-19 pandemic

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Good health and well-being

Open Access status: green

Funder: National Institute on Drug Abuse