Loss of routine/structure was the most frequently reported challenge among New Zealand university students studying online during the 2020 lockdown, named by 59% of respondents¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
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q2 i? The most frequently selected challenge in the questionnaire was lack of routine/structure (560 respondents, 59%), associated with the Rules theme. → Dilani Gedera · Dianne Forbes · Cheryl Brown · Maggie Hartnett · Ashwini Datt 2023
Evidence¶
Dilani Gedera · Dianne Forbes · Cheryl Brown · Maggie Hartnett · Ashwini Datt 2023¶
Dilani Gedera · Dianne Forbes · Cheryl Brown · Maggie Hartnett · Ashwini Datt. (2023). Learning during a pandemic: an Activity Theory analysis of the challenges experienced by Aotearoa/New Zealand university students. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10284-3
q2 · i? · associational · r2
Descriptive statistics from a national online questionnaire (n = 952 valid responses across all eight NZ universities), where respondents could choose all that apply. "Lack of routine/structure" was selected by 560 respondents (59%), followed by "Balancing study & other life demands" at 552 (58%).
"Lack of routine/structure 560 59 Rules—loss of routine and space Balancing study & other life demands 552 58 Activity system—clashing commitments"
Discussion¶
Related Claims¶
- Loss of a study routine reduced productivity and fed a cycle of procrastination, workload pile-up, stress and escapism for many students — possibly the same claim (merge candidate)
- Many students reported stress, anxiety and related wellbeing challenges while studying online, with over 50% of respondents naming stress or anxiety as key challenges — related
- Lack of interpersonal engagement, interaction and collaboration, plus reduced social contact and isolation (45%), negatively impacted many students' online learning experience — related
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