Research Article
Sara Suleymanova, Amjad Gawanmeh, Suhair Al-Alami
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep441
ABSTRACT
The COVID-19 pandemic has changed the way instructors teach and students learn. Rather than receiving education face-to-face on-campus, remote online education emerged as an alternative solution. If implemented properly though, online education can have its positive impact on the teaching and learning processes. Online education, however, may have its deficiencies, especially in terms of mental health. This paper is a follow-on study comparing students’ perceptions towards remote online education versus their perceptions towards on-campus education as regards mental health specifically. Involving sixty-two engineering students at a private university in Dubai, where this study was implemented, the researchers utilized a questionnaire focusing on both online and on campus education models, which was conducted during the COVID-19 lockdown time and on-campus education following the lockdown period. Based on the study’s findings, most respondents were in favor of on-campus education, particularly in relation to its impact on student mental health.
Keywords: COVID-19, online education, mental health, education models, on-campus education, graduate education
Research Article
Jose A. Ramos
CONT ED TECHNOLOGY, Volume 2, Issue 4, pp. 282-293
ABSTRACT
The purpose of this study was to explore the differences in perceived stress and coping styles among non-traditional graduate students in both on-campus and distance-learning programs. The study employed a quantitative causal-comparative design that involved collecting survey data. The sample consisted of 36 non-traditional graduate students who enrolled in distance learning classes along with 36 non-traditional students attending traditional on-campus courses in a graduate program. For statistical analyses, t-test and multiple linear regressions were conducted to simultaneously assess the effects of group membership and all demographic variables on each of the dependent variables (stress level and coping style). An alpha level of .05 was used to test statistical significance. Overall, there is no significant difference between the coping styles and the perceived stress levels of non-traditional graduate students who enrolled in distance-learning and on-campus programs.
Keywords: Distance learning, Non-traditional students, Stress, Coping styles, Graduate education, On-campus programs