Coping strategies of online students during the pandemic

Oguz, Faith; Paz, Talia; Ward, Andrew

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https://hdl.handle.net/2142/118036 Copy

Description

Title

Coping strategies of online students during the pandemic

Author(s)

• Oguz, Faith
• Paz, Talia
• Ward, Andrew

Issue Date

2022-10

Keyword(s)

• Coronavirus (COVID-19) pandemic
• Coping
• Emotional health
• Mental health
• Online education
• Students
• Online learning
• Education
• Administration

Abstract

Over the past 10 years, much research has been conducted on the experiences of students studying online in ALA accredited MLIS programs. However, little research has been done on the experiences of MLIS students studying online against a backdrop of emotionally difficult situations, such as global pandemics. While previous studies have captured the impacts of transitioning to virtual learning environments on students, and growing literature of virtual learning under COVID-19 has provided some accounts of what students faced, it has yet to examine how the COVID-19 pandemic has affected the emotional health of online MLIS students overall and how they coped with the challenges arising from the pandemic. The research used previously validated instruments including the Perceived Stress Scale 4 (PSS-4) and the Brief COPE which is an abbreviated version of the COPE (Coping Orientation to Problems Experienced) Inventory to measure online MLIS students' stress levels and coping strategies during the second year of the pandemic (March 2021 to present) which included both the Delta and Omicron waves in the United States. Questionnaire was disseminated with the help of MLIS programs and student associations. A total of 469 responses were received.

Series/Report Name or Number

Proceedings of the ALISE Annual Conference, 2022

Type of Resource

text

Language

eng

Handle URL

https://hdl.handle.net/2142/118036

DOI

https://doi.org/10.21900/j.alise.2022.1070

Copyright and License Information

• Copyright 2022 Faith Oguz, Talia Paz, Andrew Ward
• This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/).

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