The Impacts of the COVID-19 Pandemic on Higher Education Students in New Zealand

Autor/inn/en	Cameron, Michael; Fogarty-Perry, Barbara; Piercy, Gemma
Titel	The Impacts of the COVID-19 Pandemic on Higher Education Students in New Zealand
Quelle	In: Journal of Open, Flexible and Distance Learning, 26 (2022) 1, S.42-62 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1179-7665
Schlagwörter	Foreign Countries; COVID-19; Pandemics; College Students; Coping; Student Satisfaction; Video Technology; Teaching Methods; School Closing; Mental Health; At Risk Students; Student Characteristics; Online Courses; Distance Education; Videoconferencing; Student Employment; Gender Differences; College Faculty; Student Personnel Services; Barriers; Student Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Bewältigung; Teaching method; Lehrmethode; Unterrichtsmethode; School closings; Schule; Schließung; Schließung (von Schulen); Psychohygiene; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Studentenarbeit; Geschlechterkonflikt; Fakultät; Schülerverhalten; Neuseeland
Abstract	The coronavirus pandemic and associated move to online learning for students in higher education has been disruptive and challenging. We report on the New Zealand arm of an international survey of higher education students (n = 147). Using quantitative and qualitative data from the survey, we find that students coped reasonably well with the disruption to their studies and were generally satisfied with how their lecturers and institutions responded to unanticipated lockdowns. In comparison with the global sample, New Zealand students demonstrated a higher level of satisfaction. New Zealand students reported the highest satisfaction with recorded video lectures, whereas the global sample preferred real-time teaching. Many New Zealand students felt that their studies were negatively affected, and vulnerable groups such as students with low financial resources were the most severely affected. Moreover, students reported a range of negative emotions during lockdown that suggest mental health impacts may be a concern. Our results indicate that clear communication from authorities, reducing the uncertainty for students, and ensuring that vulnerable groups are appropriately supported, may be the best avenues to reduce negative impacts on students during future significant disruptions to study, whether pandemic-related or otherwise. (As Provided).
Anmerkungen	FLANZ: Flexible Learning Association of New Zealand. PO Box 391, Blenheim 7240, New Zealand. Web site: https://www.jofdl.nz/index.php/JOFDL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01