Literaturnachweis - Detailanzeige
Autor/inn/en | Rahal, Danny; Shaw, Stacy |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |