Learning during Covid-19
(Too) isolated yet successful
Bibliographic Data
| ID | 22168047 |
|---|---|
| Authors | Florian Berens (0000-0002-4271-9086), Sebastian Hobert (0000-0003-3621-0272) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-05-22 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1549202 |
| OpenAlex | W4410598246 |
| Language | EN |
| References cited | 46 |
In a world changed by the COVID-19 pandemic, in 2020 universities had to completely rethink and immediately transform their teaching to a fully online setting. As a result, students had to learn from home and organize their learning by themselves. In a natural experiment, data about learning processes indicate that students learned more engaged and achieved higher learning success in this new situation compared to the traditional learning process. However, the students experienced a three-fold isolation: (1) physical isolation, (2) social isolation, and (3) learning isolation, which resulted in a stressful learning experience. In conclusion, these affective challenges indicate that this exceptional learning setting should not be normalized, even though positive outcomes were achieved during COVID-19. Beyond the situation in the pandemic, it can be deduced that students who learn at a distance need additional support to not (only) learn in isolation
2019-20 coronavirus outbreak · Data science · Outbreak · Pandemic · Computer Science · COVID-19 and Mental Health · Educational Innovations and Technology · Medicine · Online Learning and Analytics · Virology
U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the Covid-19 Pandemic
Resilience, Covid-19-related stress, anxiety and depression during the pandemic in a large population enriched for healthcare providers
Emergency remote teaching in higher education
Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the Covid-19 Pandemic
Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis
Online Learning
Learning analytics in higher education – Stakeholders, strategy and scale
Modality motivation
Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches
Initiating and maintaining student-instructor rapport in online classes
Developing a digital tutor as an intermediary between students, teaching assistants, and lecturers
Emergency remote teaching and students’ academic performance in higher education during the Covid-19 pandemic
Stakeholders’ insights on learning analytics
How instructors influence learning with instructional videos - The importance of professional appearance and communication
Successful design and delivery of online professional development for teachers
Comparative analysis of Student's live online learning readiness during the coronavirus (Covid-19) pandemic in the higher education sector
Remote learning experiences of girls, boys and non-binary students
Prevalence of stress, anxiety, depression among the general population during the Covid-19 pandemic
The Small-World Network of College Classes
| Highly cited | No |
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