SARS-CoV-2 and learning: The impact of a global pandemic on undergraduate learning experiences.

Abstract

Following the announcement of the SARS-CoV-2 (Severe Accute Respiratory Syndrome Coronavirus 2;COVID-19) global pandemic, many undergraduate students made the unexpected transition from learning in-person to learning online Here, we address concerns regarding the impact of pandemic-related changes on students learning-related experiences, specifically pertaining to affect, attention, and time perception One-hundred and forty-six undergraduate students completed a survey shortly after their university transitioned from conducting course in-person to fully online Questions assessed students perceptions of their changes in affect, attention, and time perception relative to the time before the announcement of SARS-CoV-2 prevention measures Students reported significant increases in school-related anxiety and nonproductive attention-related behaviors (e g , mindless tech use), while reporting significant decreases in motivation, productive attention-related behaviors (e g , ability to focus), and their ability to keep track of time We also examined relations between students pre-pandemic-intervention traits (i e , in attention failures, self-control, and stress) and pandemic-related change responses, and found (among other correlations) that prepandemic reports of poorer attentional and self-control were correlated with perceived decreases in abilities to track time Our findings have important implications for pedagogical practices in pandemic and postpandemic times (PsycInfo Database Record (c) 2021 APA, all rights reserved)