IMPACT OF THE COVID-19 DISRUPTION ON UNIVERSITY STUDENTS’ PERCEPTIONS AND BEHAVIOR

Authors

  • Athina Charissi Dr., Lecturer, Department of Early Years Learning and Care, University of Ioannina, Greece
  • Eleni Tympa Assistant Professors, Department of Early Years Learning and Care, University of Ioannina, Greece
  • Vasiliki Karavida Assistant Professors, Department of Early Years Learning and Care, University of Ioannina, Greece

DOI:

https://doi.org/10.46827/ejes.v7i11.3348

Keywords:

COVID-19 disruption, biographical rupture, perspective transformation, resilience, pre-service early years teachers

Abstract

This study aimed to investigate the impact of the COVID-19 disruption on university students, namely pre-service teachers from an Early Years Learning and Care Department in Greece. The study was conducted by the end of the third month of higher education lockdown and online shift, a period which coincides with the completion of the online courses for the spring semester and students’ preparation for the long-distance exams. It was based on probing students’ reflections on the impact that the COVID-19 pandemic had on their perceptions and behavior. Α questionnaire with open-ended and closed-ended questions was designed and was filled in by 127 students of the specific Department online. The questions explored: (a) the degree to which the pandemic disruption experience affected students’ perceptions and actions regarding their social roles, the organization of social life, and the management of personal time; (b) the skills they consider as most important in order for someone to respond more effectively to the new reality, including their learning practice and expertise; (c) the benefits and concerns they attached to the new learning and teaching conditions. The results show that the students were urged to have an immediate and quick response to the implications of the current situation due to its novel and intense character. There had been some shifts concerning students’ way of thinking and acting but none of the students who participated in the study was led to perspective transformation. Findings imply the need for cultivating a learning environment that supports the practicing of strategies and the development of skills that can help learner’s transformation when necessary and reinforce resilience.

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Author Biographies

  • Athina Charissi, Dr., Lecturer, Department of Early Years Learning and Care, University of Ioannina, Greece
    Dr. Athina Charissi is a Lecturer at the University of Ioannina, Greece (Department of Early Years Learning & Care and Department of Philosophy, Education & Psychology). She has a PhD from the Department of Philosophy, Education & Psychology, University of Ioannina, Greece, and a Master of Education from the same Department. Her basic studies are in Philosophy, Education and Psychology, with a specialization in Psychology. She is a Certified Adult Educator and participates in research projects related to the holistic development of children, parents, and teachers. Her research and publications in international and Greek conferences, as well as in scientific journals, focus on Pedagogy and Psychology, Adult Education/Lifelong Learning, Personal and Professional Development of Teachers.
  • Eleni Tympa, Assistant Professors, Department of Early Years Learning and Care, University of Ioannina, Greece
    Dr. Eleni Tympa is an Assistant Professor at the Department of Early Years Learning and Care at the University of Ioannina, Greece. Her research focus is on the healthy life style of preschool children, the role of the story telling on the healthy life style, the pretend play and art activities and their contribution to the child’s development.
  • Vasiliki Karavida, Assistant Professors, Department of Early Years Learning and Care, University of Ioannina, Greece
    Dr. Vasiliki Karavida is an Assistant Professor at the department of Early Years Learning & Care at the University of Ioannina, Greece. Her areas of research involve nutrition, healthy life style, education and all-round development in early childhood.

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Published

2020-10-01

Issue

Vol. 7 No. 11 (2020)

Section

Articles

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