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Oct 9, 2024 · These five core themes covered different aspects of the COVID-19 pandemic’s impact on the mental and behavioral health of college students from 2020 to 2023. Most studies show that...
The COVID-19 pandemic has altered the way higher education is structured and delivered, presenting challenges for college students that have the potential to negatively impact mental health. The current study aimed to identify potential changes in ...
- Authors
- Executive Summary
- Introduction
- The Impact The Pandemic Has Had on Learning
- The Scale and Nature of Learning Loss
- The Differential Experiences of Learning Loss
- Discussion
- Conclusion
- References
Emma Howard, Aneesa Khan and Charlotte Lockyer, from Ofqual’s Strategy, Risk, and Research Directorate.
This review is a report in our ‘Learning During the Pandemic’ series. It comprises a review of the literature exploring what is currently known about changes in students’ learning in England over the duration of the coronavirus (COVID-19) pandemic. This supports Ofqual’s effective policy making for assessments in 2021, and years to come. Here, we f...
This review is a report in our ‘Learning During the Pandemic’ series. In particular, it should be read alongside two specialist reports in this series: ‘Quantifying lost time (report 2)’, and ‘Quantifying lost learning (report 3)’. This series of reports aimed to, as fully as possible, understand the impact of the pandemic on learning in the run up...
The start of the pandemic in March 2020 changed how teaching and learning were undertaken for most learners. Schools and colleges went through periods of being closed to most students and learning were often undertaken remotely – although vulnerable children and children of keyworkers could still attend school during these periods. When schools and...
As we have seen, the COVID-19 pandemic has had far-reaching effects on the learning experience of students in England, in terms of learning resources, quality and time (see Report 2 from our ‘Learning During the Pandemic’ series). There is widespread concern that students have fallen behind with their learning compared with where they would have ot...
As previous sections highlight, there is diversity across different groups of students with regards to the experiences of teaching and learning during the pandemic. These experiences differ in terms of the type, amount and quality of learning provision; home resources to facilitate remote learning; and students’ levels of engagement. It is clear th...
What do we know about learning experiences during the pandemic?
We’ve seen how there are many factors that have contributed towards effective, or ineffective, teaching and learning since the pandemic caused schools and colleges to initially close in March 2020. In general, the quantity and quality of teaching and learning during the pandemic was reduced compared with normal times. The literature identifies several barriers to teaching and learning. From March 2020, teachers had to adjust quickly to new means to teaching remotely. Some reported that their...
What do we know about learning losses during the pandemic?
Most students appear to have experienced learning losses to some degree, and some have experienced severe learning losses. Reports often indicate that maths and literacy skills are most notably behind. Practical skills are also reported to have suffered, which is particularly problematic for courses that are largely practical in nature, such as some apprenticeships and trades and beauty qualifications. Much of the learning losses are due to periods of remote learning. However, even when stude...
What do we know about differential impacts of the pandemic on learning, and why are these important to consider?
A running theme throughout this report is that experiences of teaching and learning during the pandemic were diverse. The clearest driving factor of this is disadvantage and deprivation. The most deprived schools and households were, in general, less able to support students’ learning compared with the least deprived. This was the case during periods of both remote learning, as well as when students returned to school. Teachers also reported that gaps in learning were more pronounced for the...
Overall, the coronavirus (COVID-19) pandemic has had a detrimental impact on learning in England. There were challenges to learning, both when it was remote and in-school, which resulted in a reduction in the quality and quantity of students’ learning. Learning has been disrupted for most students. For a small proportion, learning has been severely...
Adams, R. J., Smart, P., & Huff, A. S. (2017). Shades of grey: guidelines for working with the grey literature in systematic reviews for management and organizational studies. International Journal of Management Reviews, 19(4), 432-454. Anders, J., Macmillan, L., Sturgis, P., & Wyness, G. (2020). Homeschooling during lockdown deepens inequality.LSE...
This review summarizes the data from 17 longitudinal studies examining changes in mental health and lifestyle among college students during the COVID-19 pandemic, in order to improve understanding of the effects of the outbreak on this population.
Jan 21, 2021 · Covid-19 has impacted universities and colleges around the world, causing major changes to student life. These changes, from not being able to live on campus to taking classes online, have...
1 day ago · The rapid shift to online learning during the COVID-19 pandemic has significantly influenced educational practices worldwide and increased the use of online learning platforms. This systematic review examines the impact of online learning on student engagement and performance, providing a comprehensive analysis of existing studies. Using the Preferred Reporting Items for Systematic review and ...
Jun 8, 2021 · To combat the mental health challenges experienced by many US college students amidst the COVID-19 pandemic, colleges and universities across the country could take steps to expand access to virtual mental health resources and professional guidance.
