Criminology Students Learning Experiences during This Time of Pandemic

SYSTEMS PLUS COLLEGE FOUNDATION

Criminology Students Learning Experiences during This Time of Pandemic

Dyslexia is a Specific Learning Difficulty that impacts on reading and writing abilities.
During the COVID-19 pandemic, medical schools have been forced to undertake distance
learning and assessment. The wider literature suggested that e-learning might pose additional
challenges for dyslexic students. Here we explore their overall experiences of
learning/studying during this time in a phenomenological study. Five medical students were
interviewed in depth and the audio-recordings were transcribed verbatim. Transcripts then
underwent an interpretive phenomenological analysis. Our results highlighted a largely
positive experience, with an improved culture of togetherness, freedom and sense of control.
They also revealed issues with a lack of clinical exposure, potential negative impacts on
ranking positions for those with dyslexia, and possible cheating in exams. There are some
surprising results--in particular the positive responses to how remote learning was delivered.
These seemed to put our participants more on a par with their non-dyslexic colleagues--except
in some examinations. It is our hope that medical educators may resist a return to 'the way
things have always been done' when the pandemic has resolved, and by doing so, continue to
foster this new, positive culture and paradigm shift.

The purpose of this study was to gain insights into student perceptions of first-time online
learning students experienced at their university during the school closure in spring 2020 in
Vietnam due to the COVID-19 pandemic and their future expectations about this learning
mode. This was considered crucial to gauge the potential for online learning in Vietnam. One-
hundred one (101) undergraduate students at a large university in Ho Chi Minh City,
Vietnam, were surveyed electronically. Ten of them also participated in the follow-up
interview. The results of the survey were revealed: Flexibility (Time, learning), live
platform(s), such as Zoom and Google Classroom, comfort with online technologies, and
lesson delivery were ranked in the top four helpful components of first-time online learning;
Internet access, technical problems, harder to pay attention, and lack of community were
Criminology Students Learning Experiences during This Time of Pandemic
SYSTEMS PLUS COLLEGE FOUNDATION
ranked in the top four challenging components. Future expectations identified in this study
were: better live platform and combination of meeting in a classroom setting and completing
coursework online. Implications addressing the identified challenging components of online
learning are provided.

we examined students' perceptions of mattering during the pandemic in relation to in-person

versus online learning in a sample of 6578 Canadian students in Grades 4-12. We found that
elementary school students who attended school in-person reported mattering the most,
followed by secondary school students who learned part-time in-person and the rest of the
time online (blended learning group). The students who felt that they mattered the least were
those who learned online full-time during the pandemic (elementary and secondary students).
These results were not driven by a selection effect for school choice during the pandemic--our
experimental design showed that students' perceptions of mattering did not differ by current
learning modality when they were asked to reflect on their experiences before the pandemic
even though some were also learning online full-time at the time they responded to our
questions. No gender differences were found. As a validity check, we examined if mattering
was correlated with school climate, as it has in past research. Results were similar in that a
modest association between mattering and positive school climate was found in both
experimental conditions. The results of this brief study show that in-person learning seems to
help convey to students that they matter. This is important to know because students who feel
like they matter are more protected, resilient, and engaged. Accordingly, mattering is a key
educational indicator that ought to be considered when contemplating the merits of remote
learning.

Online learning is currently adopted by educational institutions worldwide to provide students

with ongoing education during the COVID-19 pandemic. Even though online learning
research has been advancing in uncovering student experiences in various settings (i.e.,
tertiary, adult, and professional education), very little progress has been achieved in
understanding the experience of the K-12 student population, especially when narrowed down
to different school-year segments (i.e., primary and secondary school students). This study
explores how students at different stages of their K-12 education reacted to the mandatory
Criminology Students Learning Experiences during This Time of Pandemic
SYSTEMS PLUS COLLEGE FOUNDATION
full-time online learning during the COVID-19 pandemic. For this purpose, we conducted a
province-wide survey study in which the online learning experience of 1,170,769 Chinese
students was collected from the Guangdong Province of China. We performed cross-
tabulation and Chi-square analysis to compare students' online learning conditions,
experiences, and expectations. Results from this survey study provide evidence that students'
online learning experiences are significantly different across school years. Foremost, policy
implications were made to advise government authorises and schools on improving the
delivery of online learning, and potential directions were identified for future research into K-
12 online learning.
Criminology Students Learning Experiences during This Time of Pandemic
SYSTEMS PLUS COLLEGE FOUNDATION

References
Yan et al., (2021). Students' Experience of Online Learning during the COVID-19 Pandemic:
A Province-Wide Survey Study. https://eric.ed.gov/?
q=CRIMINOLOGY+STUDENTS+JUVENILE+LEARNING+EXPERIENCES+DURING+TH
IS+TIME+OF+PANDEMIC&id=EJ1304502

Vaillancourt et al., (2022). In-Person versus Online Learning in Relation to Students'

Perceptions of Mattering during COVID-19: A Brief Report. https://eric.ed.gov/?
q=CRIMINOLOGY+STUDENTS+JUVENILE+LEARNING+EXPERIENCES+DURING+TH
IS+TIME+OF+PANDEMIC&id=EJ1323813

Kang, Migyu; Duong, Anh. (2021). Student Perceptions of First-Time Online Learning during

the COVID-19 Pandemic in Vietnam. https://eric.ed.gov/?

q=CRIMINOLOGY+STUDENTS+JUVENILE+LEARNING+EXPERIENCES+DURING+TH

IS+TIME+OF+PANDEMIC&id=EJ1308372

Shaw et al., (2022). The Learning Experiences of Dyslexic Medical Students during the

COVID-19 Pandemic: A Phenomenological Study. https://eric.ed.gov/?

q=CRIMINOLOGY+STUDENTS+JUVENILE+LEARNING+EXPERIENCES+DURING+TH

IS+TIME+OF+PANDEMIC&id=EJ1330832