Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Science

Program

Health Promotion

Supervisor

Burke, Shauna M.

Abstract

The primary purpose of this qualitative evidence synthesis was to examine the literature pertaining to the educational experiences of secondary students, globally, during the COVID-19 pandemic. A secondary purpose was to explore the impact of these experiences on students’ psychosocial wellbeing. Database searches resulted in the inclusion of 41 studies. Thomas and Harden’s (2008) thematic synthesis approach was used, which revealed five descriptive themes (Challenging Online Learning Experiences, Benefits of Online Learning, Complexities Associated with Education-Related Disruptions and Transitions, Social Connections and Support, Emerging Educational Needs and Areas of Improvement) and 20 subthemes. Three analytical themes were also identified (Student Resilience and Adaptability Through Crisis, The Digital Divide and Educational Inequality, Reimagining the Future of Education). Findings revealed that students experienced both challenges and benefits associated with remote learning; they also highlight the need for effective, inclusive, and accessible educational practices that can be adopted now and in the future.

Summary for Lay Audience

The primary purpose of this qualitative evidence synthesis (QES) was to examine the literature pertaining to the educational experiences of secondary students, globally, during the COVID-19 pandemic. A secondary purpose was to explore the impact of these experiences on students’ psychosocial wellbeing.

Comprehensive database searches resulted in the identification of 41 studies containing qualitative data related to the primary and secondary (if available) objectives. Thomas and Harden’s (2008) thematic synthesis approach was used, which revealed five descriptive themes and 20 corresponding subthemes: (1) Challenging Online Learning Experiences (n = 5 subthemes: Disruptions to Learning Routines and Environments; Technological and Resource Challenges; Engagement, Motivation and Learning-Related Challenges; Academic Concerns; Mental and Emotional Challenges); (2) Benefits of Online Learning (n = 5 subthemes: Increased Flexibility and Access to Resources; Autonomy, Personal Growth and Skill Development; Benefits of Asynchronous Online Learning; Benefits of Synchronous Online Learning; Mental and Emotional Benefits); (3) Complexities Associated with Education-Related Disruptions and Transitions (n = 4 subthemes: Perceptions of Loss; Missing Aspects of the In-Person Learning Environment; The “Learning Curve” and Adapting to Online Learning; Concerns about Transitions Between Online and In-Person Learning Environments); (4) Social Connections and Support (n = 3 subthemes: Experiences of Support from Teachers; Changing Family Dynamics; Missing Social Interactions and Connectedness with Peers and Others); and (5) Emerging Educational Needs and Areas of Improvement (n = 3 subthemes: Flexible Learning Environments and Assessment Options; Enhanced Technological/Online Learning Training for Teachers; Improved Personalized/Accessible Learning Options).

Expanding upon these descriptive themes and subthemes, a unique contribution of a QES is the identification of analytical themes. In this QES, three analytical themes were developed, including: Student Resilience and Adaptability Through Crisis, The Digital Divide and Educational Inequality, and Reimagining the Future of Education.

Overall, the findings of this review demonstrate that secondary students worldwide have experienced a combination of challenges and benefits associated with remote learning during the pandemic, which have impacted their psychosocial wellbeing both positively and negatively. Among other implications, these findings underscore the need to develop flexible, inclusive, and accessible educational practices, designed in partnership with secondary students, to support students’ diverse needs.

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