Sign in. Remember me. Log in. Reset password. We use cookies to ensure we give you the best experience on our site. By continuing to use our site without changing your settings, you're agreeing to our cookie policy. The overarching goal of the programs is to provide students with interdisciplinary understanding of public health, using a broad spectrum of approaches and course work Students enrolled in these programs acquire knowledge and skills needed for graduate school, and careers in a wide range of public health and interdisciplinary professions We conducted a cross-sectional study of students enrolled in GSU SPH programs to obtain information on student academic needs due to COVID and how distance learning was affecting their academic work.
Given the fact that not all GSU SPH students and faculty are familiar with distance learning and that some students do not have ready access to Wi-Fi, and are essential workers, the purpose of the study was to i identify the challenges GSU SPH students were facing with their academic work as a result of COVID; ii inform GSU SPH leadership and faculty about the challenges so they can take appropriate steps to address them; and to iii identify the positive aspects of the on-line transition as a result of COVID Students were informed about the study and its purpose through faculty announcements and information posted on GSU SPH and faculty learning management system iCollege pages.
Students who volunteered to participate in the study completed a one-time 6-minute online survey. Students gave their consent to participate in the study by completing the survey. No personally identifiable information was collected. Quantitative and qualitative data were collected on a daily basis using Qualtrics. The study was exempt from the Georgia State University IRB review process because, it was within the eight exempt categories allowed by the institution and because the study met GSU's ethical standards.
The faculty activities variable focused on faculty adjustment of course syllabi, communication of online class expectations, level of class engagement, faculty accessibility to students and availability of recorded lectures.
The motivation variable focused on student ability to complete their assignments on time, remember to login to take quizzes, to communicate with other classmates on class assignments and ability to set time aside to do their schoolwork. The economics and behavioral variable focused on student concerns about they or their family members getting COVID, the effects of COVID on their jobs if they were employed , their financial security and overall effect of the pandemic on their daily life.
The recommendation variable gave students the option to provide feedback on positive outcomes of the distance learning and what GSU SPH faculty can do to improve upon their online experience. Univariate, bivariate and multivariate analysis were conducted for quantitative data. Missing quantitative data were excluded from calculations.
Qualitative data were manually extracted from the SPSS database and themes were established using a thematic framework. Analyzed qualitative data are presented in verbatim quotations in italics to convey exactly what students said in explanation to certain questions. Of this number, Majority of the students Per employment status, When it came to access to technology at home for class work, students indicated that they had access to multiple devices.
Regarding internet access at home, Only 1 student did not have internet access at home. Although GSU made available internet hotspot services to students to use at home, Of the students who had access to internet services at home, Although Most students indicated a preference for the asynchronous teaching style For example, they said:.
I use xfinitywifi hotspots and sometimes it doesn't work. I can pause and take notes or look something up if I am confused. Students who preferred the synchronous style of teaching For example, they indicated that:. It s more structured, whereas with asynchronous giving myself lectures to be watched at my convenience would allow me to slack off much more. Most students The increase in workload was primarily in the form of new assignments that were added including journaling, written assignments, reflection papers, monitoring quizzes, and discussion posts, with written assignments For other students Regarding faculty activities, Per the students who participated in the study, In spite of the challenges associated with the abrupt changes to the spring semester, more than half Only a small percentage of students 3.
Less than half However, the majority of the students COVID has had a financial impact on students. One area in which an international student indicated they had been financially affected by COVID was the global situation with exchange rates.
Comments related to work changes or responsibilities included:. I work 6 days a week. Generally, While the transition to distance learning was abrupt and unnerving to many students, they reported some positive outcomes.
The threat of future pandemics and economic disturbances highlights the need for robust distance education, both to prepare for the next global health emergency and to bridge the longstanding socioeconomic educational gap. Education professionals will play a key role in advocating for improved access to online learning.
With a worldwide focus on distance learning, this important educational model will continue to improve, becoming more efficient and less daunting as the landscape changes. The future will likely include a hybrid education model that blends in-person classes with remote learning for a more flexible experience.
This new face of education will require visionary professionals to lead the way. Become the leader and innovator who guides students and fellow educators into the digital future.
The University of Kansas School of Education and Human Sciences offers online graduate programs in curriculum and teaching , educational leadership and policy studies , and special education. Prepare to excel in and out of the classroom, and thrive in an increasingly complex world of new technologies, innovative teaching practices, and staunch advocacy of inclusive educational opportunities for all students.
Retrieved August 31, from en. Retrieved August 31, from nbcnews. Retrieved August 31, from educationusa. Retrieved August 31, from ncta. Retrieved August 31, from pewresearch. Retrieved August 31, from britannica. Retrieved August 31, from insidehighered. Retrieved August 31, from markets. Retrieved August 31, from hottopics. Retrieved August 31, from globenewswire. Retrieved August 31, from cnn. Retrieved August 31, from thecut.
Retrieved August 31, from zdnet. Retrieved August 31, from edweek. Unlike in-person education methods, online education tends to be more affordable. This allows for better budget management. Many of you may also be subject to discounts or scholarships, so the price is rarely high.
You can also save money from the commute and class materials, which are often available for free. In other words, the monetary investment is less, but the results can be better than other options.
These are only a few reasons to choose an online education, and why 90 percent of students today think that online learning is the same or better than the traditional classroom experience.
Every student must assess their unique situation and decide according to their needs and goals, and while this alternative to traditional education is not for everyone, it's still a convenient option with virtually endless options for international students all over the world.
Gemma Josep is the Content Manager for Classgap , an online platform whose purpose is to facilitate communication between teachers and students. She writes about the importance of online learning, education, and technology, and also works with Classgap to bring education closer and to create a perfect online environment to learn.
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