An Exploratory Study about On
The document presents an exploratory research project led by Dr. Fatma Güneri, Dr. Cynthia Eid, and Dr. Gülrenk Hayircı that investigates the pedagogical challenges experienced by university students and professors when education shifted entirely online during the 2020‑2021 COVID‑19 pandemic. The study aims to (1) identify emotional, mental‑health, and logistical problems faced by both groups, (2) compare pre‑ and post‑pandemic learning conditions, and (3) formulate concrete recommendations for partner institutions (IGS Group, Université Catholique de Lille, and the University of Duisburg‑Essen). The authors review prior pandemic‑related education studies, propose a theoretical model linking learning intensity, student engagement, and stressors, and adopt a four‑step mixed‑methods methodology: (i) a mini‑study where 47 third‑year economics students recorded video reflections, (ii) a TV‑program‑based survey of 104 Erasmus students from 27 countries, (iii) a new, detailed online survey informed by Twitter keyword mining and validated scales, and (iv) a qualitative evaluation of professors’ perspectives via video interviews. The research formulates three hypotheses concerning differences between virtual and face‑to‑face learning, mental‑health impacts, and social‑networking concerns. Key variables are operationalised through pre‑/post‑pandemic constructs (relaxation, social isolation, stress, worry, etc.). The paper also compiles extensive references to related work on COVID‑19 fear, intolerance of uncertainty, and student stress. The final sections outline proposed interventions for institutions to mitigate learning loss, support mental health, and enhance social connectivity.
Topics
Research Objective and Institutional Stakeholder Context
Defines the study’s purpose to uncover online learning challenges for students and professors, and to deliver actionable proposals to IGS Group, Université Catholique de Lille, and University of Duisburg‑Essen.