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Abstract
The COVID-19 pandemic has posed significant global challenges, adversely affecting various aspects of human life, including education. This study aimed to analyze students' problematic behaviors in the new learning modality to mitigate the risks of academic failure. Specifically, it examined the impact of online classes on the learning behaviors of 100 students during the COVID-19 pandemic. In the first semester of the academic year 2022–2023, the study employed a mixed-methods approach, combining qualitative and quantitative research. The researchers disseminated a questionnaire based on Nouri (2021) and interviewed ten respondents to gain deeper insights. The findings revealed that the pandemic had an unexpected and profound impact on students' ability to adapt to new educational modes, compounded by financial difficulties and technological demands. The study underscored critical areas for educators to address to promote effective learning. Notably, the qualitative data highlighted that some students faced significant challenges due to extremely slow internet speeds in their areas, which severely hindered their engagement with online learning. The originality of this study lies in its focus on academic institutions during a critical period, providing insights into how pandemic-induced disruptions shaped the educational experience. This offers valuable implications for educators, policymakers, and institutions to enhance remote learning strategies and support students in future educational crises.
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References
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- Ajzen, I., & Fishbein, M. (2005). The handbook of attitudes (D. Albarracin, B. T. Johnson, & M. P. Zanna, Eds.). Psychology Press. https://doi.org/10.4324/9781410612823
- Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
- Hamdan, K., & Amorri, A. (2022). The impact of online learning strategies on students’ academic performance. In E-Learning and Digital Education in the Twenty-First Century. IntechOpen. https://doi.org/10.5772/intechopen.94425
- Howland, J. L., & Moore, J. L. (2002). Student perceptions as distance learners in internet-based courses. Distance Education, 23(2), 183–195. https://doi.org/10.1080/0158791022000009196
- Irawan, A. W., Dwisona, D., & Lestari, M. (2020). Psychological impacts of students on online learning during the pandemic COVID-19. KONSELI : Jurnal Bimbingan Dan Konseling (E-Journal), 7(1), 53–60. https://doi.org/10.24042/kons.v7i1.6389
- Kokemuller, N. (2020). The advantages and disadvantages of online classes in colleges. Seattle PI (Seattle Post-Intelligencer).
- König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622.
- https://doi.org/10.1080/02619768.2020.1809650
- Lapitan, L. DS., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012
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References
Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
Ajzen, I., & Fishbein, M. (2005). The handbook of attitudes (D. Albarracin, B. T. Johnson, & M. P. Zanna, Eds.). Psychology Press. https://doi.org/10.4324/9781410612823
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Hamdan, K., & Amorri, A. (2022). The impact of online learning strategies on students’ academic performance. In E-Learning and Digital Education in the Twenty-First Century. IntechOpen. https://doi.org/10.5772/intechopen.94425
Howland, J. L., & Moore, J. L. (2002). Student perceptions as distance learners in internet-based courses. Distance Education, 23(2), 183–195. https://doi.org/10.1080/0158791022000009196
Irawan, A. W., Dwisona, D., & Lestari, M. (2020). Psychological impacts of students on online learning during the pandemic COVID-19. KONSELI : Jurnal Bimbingan Dan Konseling (E-Journal), 7(1), 53–60. https://doi.org/10.24042/kons.v7i1.6389
Kokemuller, N. (2020). The advantages and disadvantages of online classes in colleges. Seattle PI (Seattle Post-Intelligencer).
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622.
https://doi.org/10.1080/02619768.2020.1809650
Lapitan, L. DS., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012
Mallillin, L. L. D., Lipayon, I., Mallillin, J., & May S. Mallillin, D. (2021). Behavior and attitude of students in the new normal perspective of learning. EAS Journal of Psychology and Behavioral Sciences, 3(2), 21–27. https://doi.org/10.36349/easjpbs.2021.v03i02.001
Mediawire. (2020). The effect of online learning on your child: you need to know this. Https://Www.Mediawire.in/Press-Releases/Finance/the-Effect-of-Online-Learning-on-Your-Child-You-Need-to-Know-This-66965786.Html.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5–12. https://doi.org/10.1002/ace.7401
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E- learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
Noori, A. Q. (2021). The impact of COVID-19 pandemic on students’ learning in higher education in Afghanistan. Heliyon, 7(10), e08113.
https://doi.org/10.1016/j.heliyon.2021.e08113
Shah, S. S., Shah, A. A., Memon, F., Kemal, A. A., & Soomro, A. (2021). Online learning during the COVID-19 pandemic: Applying the self-determination theory in the ‘new normal.’ Revista de Psicodidáctica (English Ed.), 26(2), 168–177. https://doi.org/10.1016/j.psicoe.2020.12.003
Shahzad, S. K., Hussain, J., Sadaf, N., Sarwat, S., Ghani, U., & Saleem, R. (2020). Impact of virtual teaching on ESL learners’ attitudes under COVID-19 circumstances at post graduate level in Pakistan. Canadian Center of Science and Education, 13.
Suryatiningsih, N., Mabaroh, B., & Pradikto, S. (2021). The impacts of COVID-19 on the students learning behavior. Journal Universitas Muhammadiyah Gresik Engineering, Social Science, and Health International Conference (UMGESHIC), 1(1), 48. https://doi.org/10.30587/umgeshic.v1i1.2416
Van Deursen, A. J., & Van Dijk, J. A. (2019). The first-level digital divide shifts from inequalities in physical access to inequalities in material access. New Media & Society, 21(2), 354–375. https://doi.org/10.1177/1461444818797082
Zhang, Y., & Ma, Z. F. (2020). Impact of the COVID-19 Pandemic on mental health and quality of life among local residents in Liaoning Province, China: A Cross-Sectional Study. International Journal of Environmental Research and Public Health, 17(7), 2381.