The impact of a global pandemic on undergraduate learning experiences: One year later

IF 3.4 Q2 NEUROSCIENCES Trends in Neuroscience and Education Pub Date : 2022-12-01 DOI:10.1016/j.tine.2022.100184
Emilie E. Caron, Allison C. Drody, Lydia J. Hicks, Daniel Smilek
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引用次数: 1

Abstract

Background and Purpose

We examined students perceived changes in their attention, motivation, affect, and time perception following the implementation of the pandemic-related restrictions.

Methods

One year after the restrictions were implemented, we surveyed students’ (N = 153) perceived changes in their experiences relative to their remembered pre- and early-pandemic ones, as well as their predicted future changes.

Results

Consistent with prior work, when students compared their current experiences (March/April 2021) to their remembered pre-pandemic ones, they perceived increases in mind-wandering, technology use, external distraction, and negative affect, as well as decreases in focus, flow, motivation, and time perception. Although somewhat attenuated, students also noted changes in these behaviours when comparing the memory of their early pandemic experiences to their current experiences. Finally, they further anticipated negative changes in their future experiences, possibly due to continued pandemic-related isolation.

Implications

Reducing students’ sense of isolation might improve their cognitive and affective experiences.

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全球大流行对大学生学习经历的影响:一年后
背景和目的我们考察了在实施与大流行相关的限制措施后,学生在注意力、动机、情感和时间感知方面的变化。方法在实施限制措施一年后,我们调查了153名学生(N = 153)对他们记忆中的大流行前和早期经历的感知变化,以及他们对未来变化的预测。结果与之前的研究结果一致,当学生将他们目前的经历(2021年3月/ 4月)与他们记忆中的大流行前的经历进行比较时,他们认为走神、技术使用、外部干扰和负面影响增加,注意力、心流、动机和时间感知下降。虽然有所减弱,但学生们在比较他们对早期大流行经历的记忆与当前经历时,也注意到这些行为的变化。最后,他们进一步预计未来的经历将发生负面变化,这可能是由于与大流行有关的持续隔离。减少学生的孤立感可能会改善他们的认知和情感体验。
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来源期刊
CiteScore
6.30
自引率
6.10%
发文量
22
审稿时长
65 days
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