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Adaptability to a Sudden Transition to Online Learning During the COVID-19

Pandemic: Understanding the Challenges for Students

According to Besser, A., Flett, G. L., & Zeigler-Hill, V. (2020), Many features of the
COVID-19 epidemic make it especially challenging for students to deal with. Many
students have also had to cope with the emotions of isolation and loneliness that come
with obeying regulations requiring them to be physically separated from their
classmates or maintain social distance from their peers. Stress and anxiety are also
caused by circumstances that result in complete interruptions of one's normal daily
activities. Many elements of the COVID-19 pandemic contribute to the disease's
severe impact on students' lives. Several students have also experienced emotions of
loneliness and isolation due to adhering to regulations that require them to engage in
physical isolation or social distance from their classmates. Anxiety and stress are also
caused by circumstances that result in complete interruptions of one's normal daily
activities.

In particular, many students who are used to engaging in face-to-face learning forms
have found themselves forced to make the abrupt shift to online learning. Even though
there have been numerous discussions and analyses of the advantages and
disadvantages of online learning, as well as research indicating that students generally
enjoy taking online classes, research suggests that online learning is most effective
when it is planned (or involves a gradual transition) and combined with other forms of
knowledge. The fact that different students can grow and develop rather than suffer as
a consequence of online learning must also be recognized. The reality is that this is
the case under normal conditions, while the present scenario is wildly out of the
ordinary. This widespread transition to online learning will also be more challenging
for children who are now sheltered in less ideal environments, more physically and
psychologically restricting, and which are not particularly favorable to learning and
performance in the classroom. While we are primarily concerned with students, we
realize that the same problems apply to professors and other instructors as they do to
students. Comparisons of responses to the online condition against more normal face-
to-face learning settings showed that students had widespread unfavorable reactions to
the online situation, which was made essential as a result of the pandemic outbreak.

In conclusion, the result demonstrated the difficulties students faced, as well as their
differences in their ability to adapt, when they were forced to make a sudden, abrupt
transition away from traditional learning approaches and toward an online learning
approach due to the spread of coronavirus and the resulting safety concerns.
According to the present results, there are significant individual variations in
adaptability, and pupils who demonstrate greater levels of this capacity may be better
equipped to flourish in unpredictable and ambiguous periods that may contain an
element of danger. When asked to evaluate this transition in learning conditions,
students with higher adaptability are both less upset and more positive. More broadly,
it seems that the adaptability construct has a broad direction, but it may also be
applied in beneficial ways to particular situations, according to the evidence. As a
result, flexibility should get much more significant consideration in models of coping
and self-regulation. While the uncertainty and need to adjust to the pandemic as a
changing environment continues to be extremely visible throughout the globe, the
promise of adaptation as a fundamental component relevant to daily life is especially
evident.

Besser, A., Flett, G. L., & Zeigler-Hill, V. (2020). Adaptability to a sudden transition
to online learning during the COVID-19 pandemic: Understanding the challenges for
students. Scholarship of Teaching and Learning in Psychology. Advance online
publication. Retrieved From:

https://psycnet.apa.org/search/citedBy/2020-77530-001