Coming out of the shadows: investing in English private tutoring at a transition point in Kazakhstan's education system during the global pandemic

Unequal access to language learning resources has been exacerbated by the global expansion of English private tutoring (EPT). Despite its popularity, no study has examined the implications of EPT during the COVID-19 pandemic. Therefore, this mixed-methods study explored the nature and effectiveness of EPT that first-year Kazakhstani undergraduate students had experienced over the previous 12 months during the COVID-19 pandemic. It was informed by Benson's (2011) model of language learning beyond the classroom. Data were collected through a close-ended questionnaire and semi-structured online interviews. The study found that 318 out of 750 (42.4%) had experienced EPT, and 64% of respondents had received face-to-face EPT although it was considered a health risk during the pandemic. All the interviewees perceived EPT sessions as an encouraging environment for coaching towards the university entrance examination and expanding their knowledge. They attributed this mainly to the individual attention they obtained from their tutors, which was lacking in online classes with their English teachers due to teachers' indifferent attitude to students' questions and the limited duration of video conferencing sessions. The participants acted agentively by evaluating the advantages and drawbacks of online EPT. Pedagogical implications and areas for further research are suggested.

First year students enrolled in university during the COVID-19 disaster and online classes: physical and mental health and desire for Hikikomori

The purpose of this study was to quantitatively clarify the physical and mental health of first year university students whose classes were conducted online due to COVID-19. The checklist of Visual Display Terminal (VDT) syndrome suggested that physical stress was placed mainly on the eyes, shoulders, neck, and head. In addition, from the results of the Kessler Psychological Distress Scale (K6) scale, higher values were obtained than those of previous studies, which indicated the poor mental health of first year university students. Consequently, university academics who conduct online classes must consider the physical and mental fatigue of the students. In contrast, there was a correlation between university students who had desire for Hikikomori and students who preferred on line classes. In other words, for students who experienced difficulties with existing face-to-face classes, it is suggested that online classes are one of the potential solution. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Positive effect of COVID pandemic on the depression, stress and insomnia among first-year university students

Literature data show that acute, severe, and also chronic stress play an important role in the development of somatic and mental disorders. It is well documented in the literature that starting university studies results in anxiety in many ways for individuals. In this present work, we examined how perceived stress affects the appearance of depression and sleep disorders among a special group: the first-year undergraduates. In February 2020, 134 students completed a 14-question Perceived Stress Scale questionarre. In addition, the 13-question Beck Depression Scale and the 8-question Athens Insomnia Scale were used as measures to assess their current mental health status. Following the outbreak of the COVID-19 pandemic, the extent to which anxiety and depressive symptoms changed had become a major issue worldwide. In June 2020, we repeated our previous measures in the given population with the same methods. Our research clearly proved higher perceived stress values among undergraduate students, which were associated with high depressive symptom parameters and insomnia. However, unexpectedly, questionnaires completed during the quarantine period of the COVID pandemic showed lower perceived stress, which was accompanied by a decrease in depressive symptoms and insomnia. [ FROM AUTHOR] Copyright of Journal of Further & Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This 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 . (Copyright applies to all s.)

Positive effect of COVID pandemic on the depression, stress and insomnia among first-year university students

Literature data show that acute, severe, and also chronic stress play an important role in the development of somatic and mental disorders. It is well documented in the literature that starting university studies results in anxiety in many ways for individuals. In this present work, we examined how perceived stress affects the appearance of depression and sleep disorders among a special group: the first-year undergraduates. In February 2020, 134 students completed a 14-question Perceived Stress Scale questionarre. In addition, the 13-question Beck Depression Scale and the 8-question Athens Insomnia Scale were used as measures to assess their current mental health status. Following the outbreak of the COVID-19 pandemic, the extent to which anxiety and depressive symptoms changed had become a major issue worldwide. In June 2020, we repeated our previous measures in the given population with the same methods. Our research clearly proved higher perceived stress values among undergraduate students, which were associated with high depressive symptom parameters and insomnia. However, unexpectedly, questionnaires completed during the quarantine period of the COVID pandemic showed lower perceived stress, which was accompanied by a decrease in depressive symptoms and insomnia. © 2022 UCU.

COVID-19 and Lockdown, as Lived and Felt by University Students.

In the last 2 years, the COVID-19 pandemic has spread all over the world, forcing the closure of universities, among other unusual measures in recent history. (1) Background: This work is based on the study HOUSE-ULisbon, a survey carried out during the second confinement (March-May 2021) in Portugal with the collaboration of all the Faculties of the University of Lisbon (UL). The present work aims to explore gender differences in how first-year college students experienced and felt COVID-19 and the second confinement. (2) Methods: A questionnaire was carried out. In total, 976 university students (19.66 years (SD = 4.033); Min = 17 and Max = 65) from the first year of the UL were included, of which 69.5% (n = 678) were female, and 30.5% were male (n = 298). SPSS v. 26 was used for quantitative data and MAXQDA 2020 for qualitative data. (3) Results: Overall, students reported various symptoms of physical and mental discomfort (especially females). Statistically significant differences were found in the problems that could arise from the pandemic, such as the prevalence of higher anxiety and worries by females, and online gaming by males. In coping strategies, differences were found in leisure and family relationships, with greater difficulty on the female side. Social interaction was perceived as difficult or very difficult by both genders. As strategies for future pandemics, they highlighted a concerted effort between the government and media in the transmission of messages to the population, facilitating information, knowledge and adoption of protective behaviors. (4) Conclusions: These results are important data for activating or maintaining resources and services for first-year university students, who in some university institutions were supported during the pandemic by psychological, material (e.g., computers, internet), and financial support measures, which are now diminished or extinct. The impacts on their lives will certainly not be extinguished post-pandemic, and health, education, and public policy measures should be prioritized for this group. These results are important data for activating resources and services for students, informing health and education professionals, and supporting public policies.

Exploring first-year university students' blended learning experiences during the COVID-19 through the community of inquiry model

Purpose While blended learning has been proved to be successful in learning outcomes, the landscape of blended learning has changed under coronavirus disease (COVID-19) pandemic. Hence, the present study aims to explore first-year university students' perceptions of wholly blended learning during the pandemic, through the three constructs in the community of inquiry (CoI) instrument, namely teaching, social and cognitive presences (CPs). Design/methodology/approach Survey data (N = 449) were collected from the 2020 Fall Cohort in Hong Kong for quantitative analysis. Reliability and validity of the CoI model is examined, followed by correlation and independent-samples t-tests. Findings First-year students perceived overall low teaching, social and CPs with social presence (SP) scoring the highest. Findings also indicated that teaching presence (TP) significantly determined CP and SP;SP was a mediating variable in CoI. Students' gender and prior learning experience (online/blended) were not associated with perceptions of presences. Practical implications Students today are more familiar with technology-based communication, and staying up to date in educational technology is crucial for teachers. Trainings in online teaching should be provided to teachers. Also, interactive technology should focus on improving peer interaction. Originality/value The proposed study is novel in that it used the CoI model among first-year students in Hong Kong during the pandemic. Findings are valuable to higher education in understanding students' perception of bended learning and in addressing issues.

Use of Social Media and Depression in First-Year Undergraduate Students During COVID-19 Lockdown

Due to the COVID-19 pandemic, most educational institutions switched to online learning as a standard education delivery model. The use of social media has since become an essential and integral component of students’ lives, both as a tool to facilitate learning as well as for social connections. The current study examines the use of social media and its association with depression among newly enrolled first-year university students during the national lockdown. Three hundred and eighty-six (N = 386) participants aged between 19–21 years from one faculty of a public university were recruited online for the study. Self-reports on daily time spent and emotional investment (frequency of visits) on social media were obtained. Depression was assessed using the Patient-Reported Outcomes Measurement Information System (PROMIS) Depression Scale. Results from binary logistic regression showed that high levels of investment in a variety of social media activities were associated with symptoms of depression. Compared to the users at the lowest level, students in the higher usage groups had significantly increased odds of depression (AOR = 2.94, 95% CI = 1.22–7.08;AOR = 2.49, 95% CI = 1.04–5.94, respectively), even after controlling for all covariates. Total time spent, however, was not found to associate with depression. Additionally, indigenous students from East Malaysia who mostly reside in rural areas recorded a significantly higher odds of experiencing depression during the pandemic (AOR = 3.32, 95% CI = 1.23–8.90, p =.02) compared to the Malays. Given the pervasive use of social media during the COVID-19 lockdown, the findings of the study suggest that educators at higher education institutions can leverage on the ubiquitous use of social media among students to disseminate targeted educational messages regarding mental health. © Penerbit Universiti Sains Malaysia, 2021.

The lonely struggle with autonomy: A case study of first-year university students' experiences during emergency online teaching.

This paper explores how first-year students experienced emergency online teaching during COVID-19 and aims at understanding individual experiences related to basic psychological need satisfaction, considering different levels of contextual facilitators for learning activities involving technology in higher education derived from the C-flat model. Employing a case study approach, interviews of 15 chemistry students were qualitatively analyzed. The results show negative effects of lacking internet connectivity and concurrence of learning and home spaces but positive effects of ceased commute between home and campus. Teachers' implementation of digital learning opportunities was perceived as adequate but did not sufficiently address the overwhelming increase in students' autonomy and decrease in social relatedness. Students' self-regulation skills as well as skills to initiate and maintain social contacts for interactive learning activities and for motivational support emerged as crucial aspects. Many students were not able to cope appropriately and students' need satisfaction during emergency online teaching appeared to be related to students' prior need satisfaction resulting in five groups of students, with two being relatively resilient and three being vulnerable to the disruptions of regular onsite teaching. Implications for further research and practice are discussed.