Walter Leal Filho1,2, Tony Wall3, Lez Rayman-Bacchus4, Mark Mifsud5, Diana J Pritchard6, Violeta Orlovic Lovren7, Carla Farinha8, Danijela S Petrovic9, Abdul-Lateef Balogun10. 1. European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Hamburg, Germany. walter.leal2@haw-hamburg.de. 2. Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M1 5GD, UK. walter.leal2@haw-hamburg.de. 3. International Centre for Thriving, University of Chester, Chester, CH1 4BJ, UK. 4. University of Winchester Business School, Winchester, SO22 5HT, UK. 5. Centre for Environmental and Education Research, University of Malta, Msida, Malta. 6. Centre for Learning Excellence, University of Bedfordshire, Luton, UK. 7. Faculty of Philosophy, University of Belgrade, Cika Ljubina 18/20, Belgrade, 11 000, Serbia. violeta.orlovic@f.bg.ac.rs. 8. CENSE - Center for Environmental and Sustainability Research, School of Science and Technology, NOVA University Lisbon, Campus da Caparica, 2829-516, Caparica, Portugal. 9. Faculty of Philosophy, University of Belgrade, Cika Ljubina 18/20, Belgrade, 11 000, Serbia. 10. Geospatial Analysis and Modelling (GAM) Research Laboratory, Universiti Teknologi PETRONAS (UTP), 32610, Seri Iskandar, Perak, Malaysia.
Abstract
BACKGROUND: "The impacts of the Coronavirus Disease 2019 (COVID-19) pandemic and the shutdown it triggered at universities across the world, led to a great degree of social isolation among university staff and students. The aim of this study was to identify the perceived consequences of this on staff and their work and on students and their studies at universities. METHOD: The study used a variety of methods, which involved an on-line survey on the influences of social isolation using a non-probability sampling. More specifically, two techniques were used, namely a convenience sampling (i.e. involving members of the academic community, which are easy to reach by the study team), supported by a snow ball sampling (recruiting respondents among acquaintances of the participants). A total of 711 questionnaires from 41 countries were received. Descriptive statistics were deployed to analyse trends and to identify socio-demographic differences. Inferential statistics were used to assess significant differences among the geographical regions, work areas and other socio-demographic factors related to impacts of social isolation of university staff and students. RESULTS: The study reveals that 90% of the respondents have been affected by the shutdown and unable to perform normal work or studies at their institution for between 1 week to 2 months. While 70% of the respondents perceive negative impacts of COVID 19 on their work or studies, more than 60% of them value the additional time that they have had indoors with families and others. . CONCLUSIONS: While the majority of the respondents agree that they suffered from the lack of social interaction and communication during the social distancing/isolation, there were significant differences in the reactions to the lockdowns between academic staff and students. There are also differences in the degree of influence of some of the problems, when compared across geographical regions. In addition to policy actions that may be deployed, further research on innovative methods of teaching and communication with students is needed in order to allow staff and students to better cope with social isolation in cases of new or recurring pandemics.
BACKGROUND: "The impacts of the Coronavirus Disease 2019 (COVID-19) pandemic and the shutdown it triggered at universities across the world, led to a great degree of social isolation among university staff and students. The aim of this study was to identify the perceived consequences of this on staff and their work and on students and their studies at universities. METHOD: The study used a variety of methods, which involved an on-line survey on the influences of social isolation using a non-probability sampling. More specifically, two techniques were used, namely a convenience sampling (i.e. involving members of the academic community, which are easy to reach by the study team), supported by a snow ball sampling (recruiting respondents among acquaintances of the participants). A total of 711 questionnaires from 41 countries were received. Descriptive statistics were deployed to analyse trends and to identify socio-demographic differences. Inferential statistics were used to assess significant differences among the geographical regions, work areas and other socio-demographic factors related to impacts of social isolation of university staff and students. RESULTS: The study reveals that 90% of the respondents have been affected by the shutdown and unable to perform normal work or studies at their institution for between 1 week to 2 months. While 70% of the respondents perceive negative impacts of COVID 19 on their work or studies, more than 60% of them value the additional time that they have had indoors with families and others. . CONCLUSIONS: While the majority of the respondents agree that they suffered from the lack of social interaction and communication during the social distancing/isolation, there were significant differences in the reactions to the lockdowns between academic staff and students. There are also differences in the degree of influence of some of the problems, when compared across geographical regions. In addition to policy actions that may be deployed, further research on innovative methods of teaching and communication with students is needed in order to allow staff and students to better cope with social isolation in cases of new or recurring pandemics.
Entities:
Keywords:
Academic staff; COVID-19; Social isolation; Students; University
Authors: Wipada Kunaviktikul; Emily Ang; Ns Syamikar Baridwan; Alexandra Belle Bernal; Luz Barbara P Dones; Jo Leah Flores; Rachel Freedman-Doan; Areewan Klunklin; Wan Ling Lee; Chia-Chin Lin; Tzu Tsun Luk; Anh T H Nguyen; Mohd Said Nurumal; Agus Setiawan; Thandar Soe Sumaiyah Jamaluddin; T Q Huy; Patraporn Tungpunkom; Ns Dwi Nurviyandari Kusuma Wati; Xinyi Xu; Shefaly Shorey Journal: Nurse Educ Today Date: 2022-02-21 Impact factor: 3.906