{"id":43643,"date":"2022-03-10T15:43:25","date_gmt":"2022-03-10T20:43:25","guid":{"rendered":"https:\/\/carleton.ca\/tls\/?p=43643"},"modified":"2022-03-10T15:43:25","modified_gmt":"2022-03-10T20:43:25","slug":"ta-blog-pandemic-persistence-online-learning-and-social-isolation-the-importance-of-connecting-students-to-extracurricular-activities","status":"publish","type":"post","link":"https:\/\/carleton.ca\/tls\/2022\/ta-blog-pandemic-persistence-online-learning-and-social-isolation-the-importance-of-connecting-students-to-extracurricular-activities\/","title":{"rendered":"TA Blog: Pandemic Persistence, Online Learning and Social Isolation: The Importance of Connecting Students to Extracurricular Activities"},"content":{"rendered":"

By Andrew Crosby, Teaching Assistant for the Department of Sociology and Anthropology<\/em><\/p>\n

The COVID-19 pandemic is painstakingly persistent and has created cycles of disruption for in-person learning on Ontario\u2019s university campuses (and beyond). Now in the fourth wave with a prolific omicron variant, the prior confidence levels of university officials in hosting classes in-person beginning in January 2022 was shattered as case counts rose to immeasurable levels in Ontario.<\/p>\n

While governing officials stopped counting positive COVID-19 cases, Carleton students continued to count down the number of credit courses required to graduate. We may soon be approaching a time where students entering a degree program in the 2019-2020 academic year may have a majority of credits obtained through online learning. Yet online learning is taking its toll on students in a variety of areas, with impacts on learning, work options, finances and especially mental health. As students suffer from ongoing social isolation, educators have an opportunity to encourage student engagement by facilitating access to extracurricular activities.<\/p>\n

As students struggle to adjust receiving a postsecondary education online, university officials and educators must always remain one step ahead\u2014adapting to various (and seemingly unpredictable) pandemic waves\u2014to ensure the least amount of disruption to students\u2019 degree programs. The COVID-19 pandemic has presented immense challenges for postsecondary education (Daniel 2020), invoking a shift to \u201ccrisis leadership\u201d (Marshall et al. 2020) and prompting a variety of policy responses (El Masri and Sabzalieva 2020). Forced to adapt quickly to different online course delivery methods (Mazzucato et al. 2021), educators themselves have dealt with numerous pandemic waves and cycles (VanLeeuwen et al. 2021) and are experiencing burnout (Sokal et al. 2020), even if at lower rates than over-taxed health care workers.<\/p>\n

This pedagogical shift has been challenging for educators, course instructors and teaching assistants alike. Educators were forced to shift their curricula and course delivery methods online, compelled to adapt as quickly as students to the evolving postsecondary pandemic landscape. Course instructors were required to choose a method of course delivery out of three primary options: synchronous, asynchronous, blended. All three options have their benefits and downsides, depending on who you ask.<\/p>\n

As a student and educator at Carleton University, I have experience with all three models, each of which have their upsides and drawbacks. Synchronous learning offers structure but can be rigid, asynchronous learning is impersonal but offers flexibility, while the blended approach can offer a balanced combination of both.<\/p>\n

What is important for educators to understand is how students are adapting to these options and to provide a supportive learning environment during these trying times. \u00a0Educators should prioritize and approach student needs with compassion and empathy. Many students have to work, often precarious and risky jobs in the midst of a pandemic; others have caught COVID-19 and become sick, or are dealing with illness in their families; and many more students are suffering as a result of ongoing social isolation, especially international students (Firang 2020).<\/p>\n

The pandemic-prompted shift to online learning has been tough on students studying at Canadian universities. Early on in the pandemic (April 19 to May 1, 2020), Statistics Canada collected data from over 100,000 postsecondary education students in Canada through crowdsourcing questionnaires (Statistics Canada 2020). The survey revealed that students experienced both academic and financial impacts, with over half of those surveyed reporting disruptions to academic coursework or work-placements (Doreleyers and Knighton 2020; Statistics Canada 2020).<\/p>\n

In addition, students reported adverse impacts on employment plans accompanying the major labour market disruptions as a result of the pandemic (Wall 2020a). Employment disruptions spilled over into financial concerns and considerations, with almost 60 percent very or extremely worried about losing their job, and over two-thirds extremely concerned about future job prospects (Wall 2020b). The Statistics Canada survey painted a picture of a bleak future anticipated by many Canadian postsecondary students, but what does the emerging literature say about this?<\/p>\n

Published academic research thus far has attended to the adverse impacts on mental health on diverse population demographics in Canada (Abba-Aji et al. 2020; Findlay 2020; Nwachukwu et al. 2020), as well as pandemic impacts on the physical health of Canadian university students (Bertrand et al. 2021; Mant et al. 2021), yet more research is required to understand mental health impacts on students studying in Canada. Research published in this area to date has focused on the gender differences in stress and mental health among university students, a study which included Carleton students (Prowse et al. 2021).<\/p>\n

Another study examined pandemic impacts on students with and without pre-existing mental health concerns and the researchers were surprised to learn that students without pre-existing concerns were more likely to exhibit declining mental health, likely due to increased social isolation (Hamza et al. 2021). With these concerns on the rise, researchers are calling for more mental health supports for students, including prioritizing early prevention and intervention programming to mitigate COVID-19 impacts stemming from social isolation and psychological distress (Hamza et al. 2021).<\/p>\n

One area where postsecondary institutions and practitioners could offer further support to students is by encouraging extracurricular engagement and facilitating those types of connections. Students are active at Carleton in hundreds of diverse types of clubs, associations and movements. The undergraduate (CUSA) and graduate (GSA) student unions support a large number of clubs, groups and service centres, and students pay small amounts of auxiliary fees through their tuition to various groups on campus with which they can get involved.<\/p>\n

Although none of these groups are currently physically active on campus, many continue to carry out programming and activities online. There are opportunities for students to participate and get involved as a way to break the pandemic patterns of social isolation. Teaching assistants and course instructors should familiarize themselves with the organizational conduits to student involvement (e.g., CUSA, GSA, OPIRG-Carleton, the Student Experience Office, etc.) and educate their students about these opportunities.<\/p>\n

While educational literature will inevitably focus on pedagogical shifts and student academic experiences during the pandemic, the importance of extracurricular engagement will likely receive less attention, mirroring the lack of emphasis placed on this by educational officials and practitioners who have focused energies on establishing robust online learning methods, platforms and supports. Teaching assistants and course instructors can play an interventionary role in linking students to campus and community groups that are still active, even if only in an online sense while the burgeoning pandemic necessitates scaling back on social gatherings.<\/p>\n

Extracurricular engagement is an often unrecognized but necessary component of a well-rounded educational experience. It is critical for students to supplement the knowledge attained in the academic classroom with real world experience, such as joining a student club, getting involved with a political movement, and bonding with like-minded peers around particular social and cultural issues. Extracurricular engagement is an integral part of the postsecondary experience that has been seized from students and not easily replaced by any pedagogical formula.<\/p>\n

References<\/a><\/dt>

<\/p>\n

Abba-Aji, Adam, Daniel Li, Marianne Hrabok, Reham Shalaby, April Gusnowski, Wesley Vuong, Shireen Surood et al. 2020. \u201cCOVID-19 pandemic and mental health: prevalence and correlates of new-onset obsessive-compulsive symptoms in a Canadian province.\u201d International Journal of Environmental Research and Public Health<\/em> 17, no. 19: 6986.<\/p>\n

Bertrand, Leandy, Keely A. Shaw, Jongbum Ko, Dalton Deprez, Philip D. Chilibeck, and Gordon A. Zello. 2021. \u201cThe impact of the coronavirus disease 2019 (COVID-19) pandemic on university students\u2019 dietary intake, physical activity, and sedentary behaviour.\u201d Applied Physiology, Nutrition, and Metabolism<\/em> 46, no. 3: 265-272.<\/p>\n

Daniel, Sir John. 2020. \u201cEducation and the COVID-19 Pandemic.\u201d Prospects: Quarterly Review of Comparative Education<\/em> 49 (1-2) (10): 91-96.<\/p>\n

Doreleyers, April and Tamara Knighton. 2020. COVID-19 Pandemic: Academic Impacts on Postsecondary Students in Canada. StatCan COVID-19: Data to Insights for a Better Canada<\/em>: Statistics Canada.<\/p>\n

El Masri, Amira, and Emma Sabzalieva. 2020. \u201cDealing with disruption, rethinking recovery: Policy responses to the COVID-19 pandemic in higher education.\u201d Policy Design and Practice<\/em> 3, no. 3: 312-333.<\/p>\n

Findlay, Leanne C., Rubab Arim, and Dafha Kohen. 2020. \u201cUnderstanding the perceived mental health of Canadians during the COVTD-19 pandemic.\u201d Health reports<\/em> 31, no. 4: 22-27.<\/p>\n

Firang, David. 2020. \u201cThe impact of COVID-19 pandemic on international students in Canada.\u201d International Social Work<\/em> 63, no. 6: 820-824.<\/p>\n

Hamza, Chloe A., Lexi Ewing, Nancy L. Heath, and Abby L. Goldstein. 2021. \u201cWhen social isolation is nothing new: A longitudinal study on psychological distress during COVID-19 among university students with and without preexisting mental health concerns.\u201d Canadian Psychology\/Psychologie canadienne<\/em> 62, no. 1: 20.<\/p>\n

Mant, M., A. Holland, and A. Prine. 2021. \u201cCanadian university students\u2019 perceptions of COVID-19 severity, susceptibility, and health behaviours during the early pandemic period.\u201d Public Health in Practice<\/em> 2: 100114.<\/p>\n

Marshall, Jason, Darcia Roache, and Rasheda Moody-Marshall. \u201cCrisis leadership: A critical examination of educational leadership in higher education in the midst of the COVID-19 Pandemic.\u201d International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management)<\/em> 48, no. 3: 30-37.<\/p>\n

Mazzucato L., Babaee N., Kazemi A., Daeizadeh Z., Kaur N., Sode O. 2021. \u201cBlended Learning for Teaching During the COVID-19 Pandemic.\u201d In: Fayed I., Cummings J. (eds) Teaching in the Post COVID-19 Era.<\/em> Springer, Cham. https:\/\/doi.org\/10.1007\/978-3-030-74088-7_29<\/a>.<\/p>\n

Nwachukwu, Izu, Nnamdi Nkire, Reham Shalaby, Marianne Hrabok, Wesley Vuong, April Gusnowski, Shireen Surood, Liana Urichuk, Andrew J. Greenshaw, and Vincent IO Agyapong. “COVID-19 pandemic: age-related differences in measures of stress, anxiety and depression in Canada.” International journal of environmental research and public health<\/em> 17, no. 17 (2020): 6366.<\/p>\n

Prowse, Rebecca, Frances Sherratt, Alfonso Abizaid, Robert L. Gabrys, Kim GC Hellemans, Zachary R. Patterson, and Robyn J. McQuaid. “Coping With the COVID-19 Pandemic: Examining Gender Differences in Stress and Mental Health Among University Students.” Frontiers in psychiatry<\/em> 12 (2021): 439.<\/p>\n

Sokal, Laura, Lesley Eblie Trudel, and Jeff Babb. “Canadian teachers\u2019 attitudes toward change, efficacy, and burnout during the COVID-19 pandemic.” International Journal of Educational Research Open<\/em> 1 (2020): 100016.<\/p>\n

Statistics Canada. 2020. Impacts of the COVID-19 pandemic on postsecondary students. The Daily, May 12. https:\/\/www150.statcan.gc.ca\/n1\/daily-quotidien\/200512\/dq200512a-eng.htm<\/a><\/p>\n

VanLeeuwen, Charlene A., George Veletsianos, Nicole Johnson, and Olga Belikov. 2021. \u201cNever\u2010ending repetitiveness, sadness, loss, and \u2018juggling with a blindfold on\u2019: Lived experiences of Canadian college and university faculty members during the COVID\u201019 pandemic.\u201d British Journal of Educational Technology<\/em> 52, no. 4: 1306-1322.<\/p>\n

Wall, Katherine. 2020a. COVID-19 Pandemic: Impacts on the Work Placements of Postsecondary Students in Canada. StatCan COVID-19: Data to Insights for a Better Canada<\/em>: Statistics Canada.<\/p>\n

Wall, Katherine. 2020b. COVID-19 Pandemic: Financial Impacts on Postsecondary Students in Canada. StatCan COVID-19: Data to Insights for a Better Canada<\/em>: Statistics Canada.<\/p>\n

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