The shortfalls of online learning catalyzed by COVID-19: Pre-health students’ perspective

Elizabeth A. Wood; Sarah L. Collins; Melanie Hechavarria; Steven Foti; George Hack

doi:10.29333/pr/12095

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Elizabeth A. Wood ¹ ^* , Sarah L. Collins ¹, Melanie Hechavarria ¹, Steven Foti ¹, George Hack ¹

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¹ College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
^* Corresponding Author

Abstract

Due to the COVID-19 pandemic, the pivot to distance learning left many higher education institutions scrambling to find the resources to shift materials online and instructors making significant modifications to their courses to adapt. This study is the critical initial step in explaining any relationships between the responsive move to remote learning and academic performance and stress, anxiety, and depression. An eight-month longitudinal cohort study design with an action research methodology was conducted over four waves from June 2020 to January 2021. Participants had the option to be involved with semi-structured, in-depth interviews via Zoom. The qualitative results from the in-depth themes include: health & wellness, relationships & connectedness, transition home, classroom changes, learning & participation, extra-curriculars, COVID-19, virtual challenges, academic performance, and self-regulation. Thus, through thoughtful and intentional accommodations, instructors and students may create a new digital space for learning to improve upon motivational barriers and retaining content.

Keywords

higher education
COVID-19
distance learning
transition
mental health

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/pr/12095

PEDAGOGICAL RES, 2022 - Volume 7 Issue 3, Article No: em0128

Publication date: 18 May 2022

Article Views: 188

Article Downloads: 95

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Wood, E. A., Collins, S. L., Hechavarria, M., Foti, S., & Hack, G. (2022). The shortfalls of online learning catalyzed by COVID-19: Pre-health students’ perspective. Pedagogical Research, 7(3), em0128. https://doi.org/10.29333/pr/12095

Vancouver

Wood EA, Collins SL, Hechavarria M, Foti S, Hack G. The shortfalls of online learning catalyzed by COVID-19: Pre-health students’ perspective. PEDAGOGICAL RES. 2022;7(3):em0128. https://doi.org/10.29333/pr/12095

AMA

Wood EA, Collins SL, Hechavarria M, Foti S, Hack G. The shortfalls of online learning catalyzed by COVID-19: Pre-health students’ perspective. PEDAGOGICAL RES. 2022;7(3), em0128. https://doi.org/10.29333/pr/12095

Chicago

Wood, Elizabeth A., Sarah L. Collins, Melanie Hechavarria, Steven Foti, and George Hack. "The shortfalls of online learning catalyzed by COVID-19: Pre-health students’ perspective". Pedagogical Research 2022 7 no. 3 (2022): em0128. https://doi.org/10.29333/pr/12095

Harvard

Wood, E. A., Collins, S. L., Hechavarria, M., Foti, S., and Hack, G. (2022). The shortfalls of online learning catalyzed by COVID-19: Pre-health students’ perspective. Pedagogical Research, 7(3), em0128. https://doi.org/10.29333/pr/12095

MLA

Wood, Elizabeth A. et al. "The shortfalls of online learning catalyzed by COVID-19: Pre-health students’ perspective". Pedagogical Research, vol. 7, no. 3, 2022, em0128. https://doi.org/10.29333/pr/12095