Abstract
Covid-19 has had both advantages and disadvantages to students' life. For instance, just after the outbreak, there was lockdown in nearly all countries. This meant that learning processes had to take a break. This acted as an advantage to some students as it enabled them to get relieved of their academic work. After some time, there came online classes. This enabled students attend to lectures online at their comfort. However, it was disadvantageous to some of students' coming from remote areas that had poor connectivity. This brought a complete change in the class's atmosphere. Moreover, the pandemic resulted in depreciation in the economy. There was a loss of jobs. Lots of unwealthy students do not have access to computers and high internet speeds. This disadvantaged them in their learning. However, other disadvantageous factors are that there are no exams; students are given marks internally. Thus, this may impact their future careers.
Background information
The university is a center for students’ study in close contacts. Apart from education, which is the main purpose of going to a university, students engage in other social activities such as arts, sports, music, and dancing, among other social, cultural activities. All these activities have been interrupted by the occurrence of a global pandemic of the coronavirus. The transmission of coronavirus is airborne; thereby, a great risk is posed at populations living in close contacts such as university students.
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Scope
This report presents an evidence-based elaboration of the issue’s university students are facing during covid-19 times. Further, solutions to those issues are suggested as well as recommendations.
Evidence-Based Student Issues During COVID-19 Times
It is reported that during the coronavirus pandemic, there has been an increase in the reported cases of mental illnesses, including; depression, anger, anxiety, loneliness, suicide attempts, bipolar disorders, and schizophrenia. During lockdowns, most students, as well as their parents, experienced economic crises. To add on, some students lost some members of their families and friends through death from suffering the coronavirus, which was stressful.
Signs of anxiety and anger during isolation and 4-6 months after release
Variables | Covid-19 cases (n = 36) | Isolated people (n = 1,656) |
|---|---|---|
| Isolated | ||
| Anxiety signs | 47.2 (30.9, 63.5) | 7.6 (6.3, 8.9) |
| Anger | 52.8 (36.5, 69.1) | 16.6 (14.8, 18.4) |
| 4-6 months after release | ||
| Anxiety signs | 19.4 (6.5, 32.3) | 3.0 (2.2, 3.9) |
| Anger | 30.6 (15.6, 45.7) | 6.4 (5.2, 7.6) |
(Jeong, et al., 2016)
The university has included online learning. This mode of learning also made it difficult to study units that require practical lessons (Chen & Ohyma, 2020). Hence, this has brought about E-learning challenges. Besides, there has been a risk of coronavirus transmission after the re-opening of schools. Research has shown that the virus can survive on surfaces such as wood, metal, fabrics for a number of hours in a way that these objects can be used to transmit the coronavirus (San et al., 2020). This fact leaves many students at the risk of contracting the virus from infected people but also from surfaces and objects despite them using personal protective equipment. Also, social activities have been affected. During covid-19 times, students can't participate in social activities such as sporting activities, music and drama festivals, art exhibitions, religious and political gatherings, and parties both indoors and outdoors.
Solutions
However, there are various solutions to these issues. Firstly, the university should take the burden of insuring all their students from covid-19 and all other complications related to the disease. Secondly, to cater to mental illnesses related to covid-19, the university should start counseling programs for all students. This will aid in minimizing mental health-related issues. Students should be provided with personal protective equipment. This aids in preventing the spread of the virus, thus helping in curbing evidence-based student issues during COVID-19 times.
Recommendations
The state and federal governments should provide a covid-19 hardship allowance to all students. The government should also prioritize students once the vaccination process begins. University programs should be revisited and re-designed in a way that they will continue with learning irrespective of pandemics.
Conclusion
The coronavirus has taught the world a new reality. With universities, it is for them to adjust as soon as they can, taking the safest measures against the disease to continue with education. The solutions and recommendations should be effected in a way that students will benefit.
References
Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission , 2 (1), 45-51.
Chen, E., Kaczmarek, K., & Ohyama, H. (2020). Student perceptions of distance learning strategies during COVID‐19. Journal of dental education .
Islam, M. A., Barna, S. D., Raihan, H., Khan, M. N. A., & Hossain, M. T. (2020). Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. PloS one , 15 (8), e0238162.
Jeong, H., Yim, H. W., Song, Y.-J., Ki, M., Min, J.-A., Cho, J., & Chae, J.-H. (2016). Mental health status of people isolated due to Middle East Respiratory Syndrome. Epidemiology and Health . Retrieved from https://doi.org/10.4178/epih.e2016048
Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: interview survey study. Journal of medical internet research , 22 (9), e21279.
Shenoy, V., Mahendra, S., & Vijay, N. (2020). COVID 19 lockdown technology adaption, teaching, learning, students engagement and faculty experience. Mukt Shabd Journal , 9 (4), 698-702.
