Online Learning Challenges and Coping Among U.S. College Students During COVID-19 Lockdown and Two Years After.
Saved in:
| Title: | Online Learning Challenges and Coping Among U.S. College Students During COVID-19 Lockdown and Two Years After. |
|---|---|
| Authors: | Alhazani, Hayaa1 hal0555@hotmail.com, Li-Ting Chen1 litingc@unr.edu |
| Source: | Journal of Educational Technology Development & Exchange. 2025, Vol. 18 Issue 2, p92-116. 25p. |
| Subject Terms: | *College students, *Online education, *Comparative studies, *Higher education, *Learning problems, COVID-19, Stress management, Technological complexity |
| Geographic Terms: | United States |
| Abstract: | There is a lack of research on comparing college students’ learning experiences during and after the COVID-19 lockdown. Moreover, little is known about the relationship between student coping and perceived online learning challenges in higher education. The present study aimed to fill in the gap. Online survey responses from 43 U.S. college students were used in this correlational study. Learning environment challenges were rated as the greatest challenges during the lockdown and two years after it. Students who had taken online classes before the lockdown rated higher levels of technological complexity during the lockdown than their counterparts. When comparing coping strategies, findings revealed that planning was used more frequently during the lockdown than two years after it. Based on the coping circumplex model (Stanisławski, 2019), students were divided into four groups: problem-solving coping, preoccupation with the problem coping, hedonic disengagement coping, and problem avoidance coping. Students who engaged in a problem-solving coping style rated lower levels of various online learning challenges during the lockdown than their peers who engaged in other coping styles. Based on the findings, an orientation that introduces strategies for establishing a productive online learning environment and active coping with online learning difficulties is recommended for online instructors. The findings not only shed light on online instruction but also have implications for coping research. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Technology Development & Exchange is the property of Society of International Chinese in Educational Technology (SICET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 187008774 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Online Learning Challenges and Coping Among U.S. College Students During COVID-19 Lockdown and Two Years After. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Alhazani%2C+Hayaa%22">Alhazani, Hayaa</searchLink><relatesTo>1</relatesTo><i> hal0555@hotmail.com</i><br /><searchLink fieldCode="AR" term="%22Li-Ting+Chen%22">Li-Ting Chen</searchLink><relatesTo>1</relatesTo><i> litingc@unr.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Technology+Development+%26+Exchange%22">Journal of Educational Technology Development & Exchange</searchLink>. 2025, Vol. 18 Issue 2, p92-116. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+problems%22">Learning problems</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+management%22">Stress management</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+complexity%22">Technological complexity</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: There is a lack of research on comparing college students’ learning experiences during and after the COVID-19 lockdown. Moreover, little is known about the relationship between student coping and perceived online learning challenges in higher education. The present study aimed to fill in the gap. Online survey responses from 43 U.S. college students were used in this correlational study. Learning environment challenges were rated as the greatest challenges during the lockdown and two years after it. Students who had taken online classes before the lockdown rated higher levels of technological complexity during the lockdown than their counterparts. When comparing coping strategies, findings revealed that planning was used more frequently during the lockdown than two years after it. Based on the coping circumplex model (Stanisławski, 2019), students were divided into four groups: problem-solving coping, preoccupation with the problem coping, hedonic disengagement coping, and problem avoidance coping. Students who engaged in a problem-solving coping style rated lower levels of various online learning challenges during the lockdown than their peers who engaged in other coping styles. Based on the findings, an orientation that introduces strategies for establishing a productive online learning environment and active coping with online learning difficulties is recommended for online instructors. The findings not only shed light on online instruction but also have implications for coping research. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Technology Development & Exchange is the property of Society of International Chinese in Educational Technology (SICET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187008774 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18785/jetde.1802.05 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 92 Subjects: – SubjectFull: College students Type: general – SubjectFull: Online education Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Higher education Type: general – SubjectFull: Learning problems Type: general – SubjectFull: COVID-19 Type: general – SubjectFull: Stress management Type: general – SubjectFull: Technological complexity Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Online Learning Challenges and Coping Among U.S. College Students During COVID-19 Lockdown and Two Years After. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alhazani, Hayaa – PersonEntity: Name: NameFull: Li-Ting Chen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 19418027 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: Journal of Educational Technology Development & Exchange Type: main |
| ResultId | 1 |
