Social Studies Working Students' Experiences of Online Learning
Article Sidebar
-
online learning, Social Studies working students, Experiences, COVID-19 pandemic
Abstract
Working students felt the impact of the uncertainties brought by the pandemic and faced issues influenced by various factors such as time constraints, home-schooling, and limited workspaces at home. This descriptive phenomenological qualitative study focused on describing the experiences of social studies working students during the COVID-19 pandemic. This study was conducted among six (6) social studies working students determined through purposive sampling. The data were gathered using a duly-validated researcher-made questionnaire administered through online platforms such as messenger and e-mail. The accumulated data was then analyzed using conventional qualitative content analysis. Social studies working on students’ experiences of online learning during the COVID-19 pandemic emerged to have three (3) major themes which are motivational experiences, roadblock experiences, and coping experiences, and six (6) major categories. The motivational experiences considered by social studies working students to pursue working while studying encompasses intrapersonal motivation and interpersonal motivation. Furthermore, during the course of their working-while-studying experience, they faced roadblock experiences such as challenges encountered and thoughts of discontinuing. In light of this, social studies working students had coping experiences namely coping with responsibilities and coping with feeling overwhelmed which helped them cope up with the demands of their duties. Delving into the experiences of social studies working students during the COVID-19 pandemic is critical in order to understand what they were going through. It is vital that these individuals' lived experiences be considered, knowing that they constitute an essential part of society.
Full text article
References
Aluwihare-Samaranayake, D. (2012). Ethics in Qualitative Research: A View of the Participants’ and Researchers’ World from a Critical Standpoint. International Journal of Qualitative Methods, 11(2), 64–81. https://doi.org/10.1177/160940691201100208
Belitski, M., Guenther, C., Kritikos, A. S., & Thurik, R. (2022). Economic effects of the COVID-19 pandemic on entrepreneurship and small businesses. Small Business Economics, 58(2), 593–609. https://doi.org/10.1007/s11187-021-00544-y
Bilginoğlu, E., & Yozgat*, U. (2019). The Role of Self-Efficacy and Work Discipline on Career Satisfaction. 443–450. https://doi.org/10.15405/epsbs.2019.10.02.40
Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of Socioeconomic Status, Parent–Child Relationship, and Learning Motivation on Reading Ability. Frontiers in Psychology, 9, 1297. https://doi.org/10.3389/fpsyg.2018.01297
Chiu, T. K. F., Lin, T.-J., & Lonka, K. (2021). Motivating Online Learning: The Challenges of COVID-19 and Beyond. The Asia-Pacific Education Researcher, 30(3), 187–190. https://doi.org/10.1007/s40299-021-00566-w
Córdova Olivera, P., Gasser Gordillo, P., Naranjo Mejía, H., La Fuente Taborga, I., Grajeda Chacón, A., & Sanjinés Unzueta, A. (2023). Academic stress as a predictor of mental health in university students. Cogent Education, 10(2), 2232686. https://doi.org/10.1080/2331186X.2023.2232686
Davis, L. N., Davis, J. D., & Hoisl, K. (2014). Spanning the Home/Work Creative Space: Leisure Time, Hobbies and Organizational Creativity. Academy of Management Proceedings, 2014(1), 13376. https://doi.org/10.5465/ambpp.2014.13376abstract
Dayagbil, F. T., Palompon, D. R., Garcia, L. L., & Olvido, M. M. J. (2021). Teaching and Learning Continuity Amid and Beyond the Pandemic. Frontiers in Education, 6, 678692. https://doi.org/10.3389/feduc.2021.678692
Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. PLOS ONE, 15(7), e0236337. https://doi.org/10.1371/journal.pone.0236337
Jehi, T., Khan, R., Dos Santos, H., & Majzoub, N. (2023). Effect of COVID-19 outbreak on anxiety among students of higher education; A review of literature. Current Psychology, 42(20), 17475–17489. https://doi.org/10.1007/s12144-021-02587-6
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 7. https://doi.org/10.1186/s41239-017-0043-4
Kocsis, Z., & Pusztai, G. (2020). Student Employment as a Possible Factor of Dropout. Acta Polytechnica Hungarica, 17(4), 183–199. https://doi.org/10.12700/APH.17.4.2020.4.10
Kromydas, T. (2017). Rethinking higher education and its relationship with social inequalities: Past knowledge, present state and future potential. Palgrave Communications, 3(1), 1. https://doi.org/10.1057/s41599-017-0001-8
Larco, J. A., Fransoo, J. C., & Wiers, V. C. S. (2018). Scheduling the scheduling task: A time-management perspective on scheduling. Cognition, Technology & Work, 20(1), 1–10. https://doi.org/10.1007/s10111-017-0443-1
Lischer, S., Safi, N., & Dickson, C. (2022). Remote learning and students’ mental health during the Covid-19 pandemic: A mixed-method enquiry. PROSPECTS, 51(4), 589–599. https://doi.org/10.1007/s11125-020-09530-w
Martin, A., Markhvida, M., Hallegatte, S., & Walsh, B. (2020). Socio-Economic Impacts of COVID-19 on Household Consumption and Poverty. Economics of Disasters and Climate Change, 4(3), 453–479. https://doi.org/10.1007/s41885-020-00070-3
Mbaluka, S. (2017). The Impact Of Student Self-Discipline And Parental Involvement in Students’ Academic Activities on Student Academic Performance [Doctor of Philosophy, Andrews University]. https://doi.org/10.32597/dissertations/1654
McCoy, S. S., Dimler, L. M., Samuels, D. V., & Natsuaki, M. N. (2019). Adolescent Susceptibility to Deviant Peer Pressure: Does Gender Matter? Adolescent Research Review, 4(1), 59–71. https://doi.org/10.1007/s40894-017-0071-2
Niemiec, A. (2019). Academic Leadership: Students’ Willingness to Work During Studies. In W. Strielkowski (Ed.), Sustainable Leadership for Entrepreneurs and Academics (pp. 339–346). Springer International Publishing. https://doi.org/10.1007/978-3-030-15495-0_35
Okano, K., Kaczmarzyk, J. R., Dave, N., Gabrieli, J. D. E., & Grossman, J. C. (2019). Sleep quality, duration, and consistency are associated with better academic performance in college students. Npj Science of Learning, 4(1), 16. https://doi.org/10.1038/s41539-019-0055-z
Pedroso, J. E. P., Jr., N. D. S., & Amabel Tangco- Siason. (2021). Principal’s Leadership Practices during the COVID 19 Pandemic: An Exploratory Study. International Journal of Arts and Humanities Studies, 1(1), 76–87. https://doi.org/10.32996/ijahs.2021.1.1.12
Peng, C. (2021). The Academic Motivation and Engagement of Students in English as a Foreign Language Classes: Does Teacher Praise Matter? Frontiers in Psychology, 12, 778174. https://doi.org/10.3389/fpsyg.2021.778174
Petropoulos, F., Apiletti, D., Assimakopoulos, V., Babai, M. Z., Barrow, D. K., Ben Taieb, S., Bergmeir, C., Bessa, R. J., Bijak, J., Boylan, J. E., Browell, J., Carnevale, C., Castle, J. L., Cirillo, P., Clements, M. P., Cordeiro, C., Cyrino Oliveira, F. L., De Baets, S., Dokumentov, A., … Ziel, F. (2022). Forecasting: Theory and practice. International Journal of Forecasting, 38(3), 705–871. https://doi.org/10.1016/j.ijforecast.2021.11.001
Romero, M., Juola, J. F., Casadevante, C., Hernández, J. M., & Santacreu, J. (2022). Are Mastery-Oriented College Students Better Time Managers? Trends in Psychology, 30(2), 384–399. https://doi.org/10.1007/s43076-021-00096-w
Santelli, B., Robertson, S. N., Larson, E. K., & Humphrey, S. (2020). Procrastination and Delayed Assignment Submissions: Student and Faculty Perceptions of Late Point Policy and Grace. Online Learning, 24(3). https://doi.org/10.24059/olj.v24i3.2302
Tsurugano, S., Nishikitani, M., Inoue, M., & Yano, E. (2021). Impact of the COVID-19 pandemic on working students: Results from the Labour Force Survey and the student lifestyle survey. Journal of Occupational Health, 63(1), e12209. https://doi.org/10.1002/1348-9585.12209
Tumin, T., Faizuddin, A., Mansir, F., Purnomo, H., & Aisyah, N. (2020). Working Students in Higher Education: Challenges and Solutions. Al-Hayat: Journal of Islamic Education, 4(1), 79. https://doi.org/10.35723/ajie.v4i1.108
Valtonen, T., Leppänen, U., Hyypiä, M., Kokko, A., Manninen, J., Vartiainen, H., Sointu, E., & Hirsto, L. (2021). Learning environments preferred by university students: A shift toward informal and flexible learning environments. Learning Environments Research, 24(3), 371–388. https://doi.org/10.1007/s10984-020-09339-6
Wallengren-Lynch, M., Dominelli, L., & Cuadra, C. (2023). Working and learning from home during COVID-19: International experiences among social work educators and students. International Social Work, 66(4), 1045–1058. https://doi.org/10.1177/00208728211051412
Wei, Y., Shi, Y., MacLeod, J., & Yang, H. H. (2022). Exploring the Factors That Influence College Students’ Academic Self-Efficacy in Blended Learning: A Study From the Personal, Interpersonal, and Environmental Perspectives. SAGE Open, 12(2), 215824402211048. https://doi.org/10.1177/21582440221104815
Xiao, Y., Becerik-Gerber, B., Lucas, G., & Roll, S. C. (2021). Impacts of Working From Home During COVID-19 Pandemic on Physical and Mental Well-Being of Office Workstation Users. Journal of Occupational & Environmental Medicine, 63(3), 181–190. https://doi.org/10.1097/JOM.0000000000002097
Authors
Copyright (c) 2022 JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION
This work is licensed under a Creative Commons Attribution 4.0 International License.
<a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons License" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.