covid 19 presentation for students

• Create mode – the default mode when you create a requisition and PunchOut to Bio-Rad. You can create and edit multiple shopping carts
• Edit mode – allows you to edit or modify an existing requisition (prior to submitting). You will be able to modify only the cart that you have PunchedOut to, and will not have access to any other carts
• Inspect mode – when you PunchOut to Bio-Rad from a previously created requisition but without initiating an Edit session, you will be in this mode. You cannot modify any Cart contents
• Order Status
• Quick Order
• Bioprocessing
• Clinical Research
• Drug Discovery & Development
• Translational Research
• Wastewater Surveillance
• Diabetes / Hemoglobinopathies
• Hospital / Clinical Core Lab
• Infectious Disease
• Newborn Screening
• Transfusion Medicine
• Quality Control
• Food & Beverage Testing
• Classroom Education
• Bioprocess Analytics
• Bioprocess Chromatography
• Cell Line Development / Characterization
• Cell Research
• Gene Expression Analysis
• Mutation Detection
• Pathogen Detection
• Protein Expression / Characterization / Quantitation
• Viral / Vector Characterization
• Bacteriology
• Blood Typing, Screening & Antibody Identification
• Hemoglobinopathies
• Infectious Disease Testing
• Molecular Diagnostics
• Data Management Systems
• Proficiency Testing & EQAS
• Verification & Validation
• Food & Beverage Safety Testing
• Cannabis Testing
• Veterinary Diagnostics
• Water Quality Testing
• Biotechnology Textbook & Program
• DNA, PCR & Agarose Gel Electrophoresis
• Genetic Engineering, Microbiology & Model Organisms
• Proteins, Enzymes & ELISA
• COVID-19 Assay & Research
• Cell Isolation & Analysis
• Chromatography
• Digital PCR
• Electrophoresis & Blotting
• Flow Cytometers
• Immunoassays
• PCR & qPCR
• Sample Preparation & Quantitation
• Transfection
• Autoimmune Testing
• Blood Typing & Antibody Detection
• Diabetes Testing
• Hemoglobinopathy Testing
• Microbiology Testing
• Quality Controls
• Software & Data Analysis
• Molecular Testing
• B2B Commerce Solutions
• Custom PCR Plastics & Reagents
• Expert Care Service
• New Labs & New Grants
• Remote Diagnostic Services
• Supply Center Program
• Instrument Service Support Plans
• Trade-Up Program
• Certificate of Analysis
• ​​Electronic IFUs
• Literature Library
• Product Safety Data Sheets
• Quality Management Systems Certificates
• Quality Control Inserts
• Life Science
• Clinical Testing Solutions
• Bioprocess Chromatography Resources
• Classroom Resources
• Product News
• Corporate News

COVID-19 Teaching Resources

Your students may have a lot of questions about COVID-19, from how it spreads to how it is detected and how it can be treated. This presents a rich opportunity to teach key concepts in biology through the lens of an ongoing real-world context. Bio-Rad offers a flexible array of hands-on kits, free resources, and lessons to help you teach the biology and detection of the SARS-CoV-2, the virus that causes COVID-19.

The Biology of SARS-CoV-2 and Detection Methods

What Is the SARS-CoV-2 Coronavirus?

Help your students understand the biology of SARS-CoV-2 by reviewing its origin, structure, and ways to prevent the spread of infection. This PowerPoint presentation walks you and your students through key biology concepts of the SARS-CoV-2 coronavirus.

Download PPT (PPT 16.3 MB)

How Do We Detect COVID-19?

Every day brings new developments in the race for effective and accurate COVID-19 testing, but most strategies are based on a few key fundamental technologies. This PowerPoint presentation explains some fundamental techniques and emerging strategies in COVID-19 detection.

Download PPT (PPT 23.3 MB)

Hands-On Laboratory Activities for Your Students

Teach your students the science behind SARS-CoV-2 detection using these hands-on laboratory activities. Use these three Bio-Rad Explorer Classroom Kits to teach relevant life science concepts in the context of COVID-19.

ELISA Antibody Detection

Several existing and emerging SARS-CoV-2 detection methods rely on the specificity of antibodies. In this activity, use real antibodies to determine whether simulated patients are or were infected with SARS-CoV-2.

This activity uses the reagents and antibodies from the ELISA Immuno Explorer Kit .

Download the instructions and presentation  (PPT 23.3 MB)

PCR Detection

Investigate the real life spread of SARS-CoV-2 that occurred in a restaurant. In this activity, students use agarose gel electrophoresis to analyze pre-amplified DNA samples from simulated patients and propose ways the virus may have spread.

This activity uses the ​ Virus Detection and Transmission Kit .

Download the instructions and presentation (PPT 13.4 MB)

Real-Time PCR Detection

Real-time PCR is currently the gold standard for COVID-19 diagnosis. In this activity, use real-time PCR to detect SARS-CoV-2 in simulated patient samples. Students analyze amplification and melt curves to determine which patients are positive and then quantify viral RNA.

This activity uses the reagents and DNA samples from the Crime Scene Investigator PCR Basics Real-Time PCR Starter Kit .

Download the instructions and presentation (PPT 27.4 MB)

Additional Resources

ELISA Paper Model Activity

Your students can use this paper model activity to get a solid grasp of the components of an ELISA and how they work together in antibody/antigen detection.

Download PDF (PDF 2.6 MB) Download PPT (PPT 65.9 MB)

Animation: ELISA Antibody Test Animation: ELISA Antigen Test

Visualize two types of ELISA in these step-by-step animations.

Animation: Polymerase Chain Reaction

The steps of PCR are best visualized through animation.

These pages list our product offerings in these areas. Some products have limited regional availability. If you have a specific question about products available in your area, please contact your local sales office or representative .

•   Bio-rad LinkedIn   Bio-rad Antibodies LinkedIn
•   Bio-rad YouTube   Bio-rad Antibodies YouTube
•   Bio-rad Twitter   Bio-rad Antibodies Twitter
•   Bio-rad Facebook   Bio-rad Antibodies Facebook
•   Bio-rad Instagram
•   Bio-rad Pinterest

About Bio-Rad

Bioradiations, sustainability, investor relations.

• Share full article

Advertisement

Supported by

Writing Prompts, Lesson Plans, Graphs and Films: 150 Resources for Teaching About the Coronavirus Pandemic

This cross-curricular resource collection, including math, history, science and music, helps students process, deepen and challenge their understanding of the pandemic and its effects on our society.

By The Learning Network

Since January, The Learning Network has published over 150 resources to help students process, deepen and challenge their understanding of the pandemic and its far-reaching effects on our society.

Via our daily writing prompts, we’ve asked students to share their experiences: finding joy in the face of isolation, staying fit, and managing social distancing and online schooling. Through our daily lesson plans, we’ve encouraged students to explore topics like the science of the virus, the history of global pandemics and the effects of social class.

Our graphs have encouraged students to analyze how interventions can slow the spread of the coronavirus, and our short films have helped students consider how the crisis has contributed to growing racism and inequality — and a need for ice cream. We also have a quiz to help educate students on the basics.

While our regular daily and weekly features are on hiatus during the summer, we’ll be back in September with many more resources for the new school year. Let us know what else we might add to this collection as the world continues to battle the virus by making a comment or emailing us at [email protected].

Teaching Resource Collections

A good place to start exploring the Learning Network’s materials on the coronavirus pandemic is our three in-depth resource collections below. Each includes student-centered activities and projects as well as a wealth of links to New York Times coverage.

Coronavirus Resources: Teaching, Learning and Thinking Critically

12 Ideas for Writing Through the Pandemic With The New York Times

7 Ways to Explore the Math of the Coronavirus Using The New York Times

Student Opinion

Every day of the school year, we publish a fresh Student Opinion question that invites students to read a Times article and respond with their own ideas. Some of our questions ask students to make an argument, while others invite personal writing. Teachers tell us that these daily opinion questions are a good opportunity to practice writing for an authentic audience.

Here are over 40 coronavirus-related Student Opinion writing prompts that cover an array of topics, like family life, dealing with anxiety, life without sports, voting during a time of social distancing and missing your prom.

How Will We Remember the Coronavirus Pandemic?

What Have You Learned About Yourself During This Lockdown?

Where Should We Draw the Line Between Community Health and Safety and Individual Liberty and Privacy?

Do You Prefer to Dwell in the Past, Live in the Present or Dream of the Future?

How Has Social Distancing Changed Dating for Teenagers?

How Is Your Family Dividing Responsibilities During the Quarantine?

Should Students Be Monitored When Taking Online Tests?

Do You Enjoy Going On a Walk — Especially Now?

What’s the First Thing You Plan to Do After Quarantine?

What Makes a Great Leader?

When the Pandemic Ends, Will School Change Forever?

What Do the Objects in Your Home Say About You?

Are You an Optimist or a Pessimist?

Is It OK to Laugh During Dark Times?

What Are Your Hopes for Summer 2020? What Are Your Worries?

What Do You Miss Most About Your Life Before the Pandemic?

What Are Your Favorite Games?

How Do You Greet Your Friends and Family?

How Can You Tell a Story About Your Life Right Now Through a Few Simple Numbers?

How Are You Feeling About Missing Prom?

Is Your Family Experiencing Greater Conflict During a Time of Self-Quarantine?

What Weaknesses and Strengths About Our World Are Being Exposed by This Pandemic?

Should We All Be Able to Vote by Mail?

What Acts of Kindness Have You Heard About or Participated In During Coronavirus?

How Are You Getting Your Sports-Watching Fix?

How Has the Coronavirus Changed How You Use the Internet?

Holidays and Birthdays Are Moments to Come Together. How Are You Adapting During the Pandemic?

Should Schools Change How They Grade Students During the Pandemic?

What Are Some Ways to ‘Travel’ Without Traveling During the Pandemic?

Is the Coronavirus Pandemic Bringing Your Extended Family Closer Together?

What Role Should Celebrities Have During the Coronavirus Crisis?

How Do Animals Provide Comfort in Your Life?

Has Your School Switched to Remote Learning? How Is It Going So Far?

What Questions Do You Have About the Coronavirus?

How Do You Think the Primaries and 2020 Presidential Election Should Proceed?

How Are You Staying Healthy and Fit?

What Are You Reading, Watching, Listening To, Playing and Cooking? A Place for Recommendations

How Is the Coronavirus Outbreak Affecting Your Life?

What Songs Matter to You Now?

How Can We Help One Another During the Coronavirus Outbreak?

Is It Immoral to Increase the Price of Goods During a Crisis?

What Is Your Reaction to the Latest News About the Coronavirus Outbreak?

Stress, Worry and Anxiety Are All Different. How Do You Cope With Each?

How Concerned Are You About the Coronavirus Outbreak?

Lesson of the Day

Every school day we offer a fresh “ Lesson of the Day ” based on the most interesting, important and student-friendly news that The New York Times has published that week — on topics like sports, music, politics and world issues. Each lesson includes an engaging warm-up activity, questions for students to discuss or write about, and activities that allow them to apply what they’ve learned in creative and challenging ways.

Below are over 30 Lessons of the Day that explore subjects and stories as varied as wild animals venturing into public spaces while humans shelter in place, why e-sports are providing a space for community and fun during the pandemic, and how the disease is disproportionately infecting and killing African-Americans.

‘ Lionhearted’ Girl Bikes Dad Across India, Inspiring a Nation

Athing Mu Might Be America’s Fastest Teenager. How Much Faster Will She Be in 2021?

What We Know About Your Chances of Catching the Virus Outdoors

How Pandemics End

A 92-Year-Old Piano Teacher Won’t Let Students Miss Bach in the Pandemic

A Heartbreak for Children: When the County Fair Is Canceled

Here’s What the First Night of the Subway Shutdown Looked Like

Gaps in Amazon’s Response as Virus Spreads to More Than 50 Warehouses

Irish Return an Old Favor, Helping Native Americans Battling the Virus

No More Jenga, No More ‘Amen’ as Cities Learn to Live With Coronavirus

Their Met Gala, Their Way. You’re Invited.

Now Virtual and in Video, Museum Websites Shake Off the Dust

Black Americans Face Alarming Rates of Coronavirus Infection in Some States

Reopening Has Begun. No One Is Sure What Happens Next.

Imagine Online School in a Language You Don’t Understand

The Heartbreaking Last Texts of a Hospital Worker on the Front Lines

The Next Year (or Two) of the Pandemic

Competitive Marble Racing Finds Fans in a World Missing Sports

Lessons in Constructive Solitude From Thoreau

Five Takeaways on What Trump Knew as the Virus Spread

College Made Them Feel Equal. The Virus Exposed How Unequal Their Lives Are.

When Humans Are Sheltered in Place, Wild Animals Will Play

D.I.Y. Coronavirus Solutions Are Gaining Steam

Learning About Coronavirus and the Class Divide

Online, Virtual Games Escape the New Reality

Olympians Have Another Year to Prepare for Tokyo. It’s a Blessing and a Curse.

The Digital Divide: Researching the Challenges of Online Learning for Many Students

5 Key Things in the $2 Trillion Coronavirus Stimulus Package

Welcome to the Virosphere

Photos From a Century of Epidemics

Food, a Basic Pleasure, Is Suddenly Fraught

We Live in Zoom Now

Coronavirus Cost to Businesses and Workers: ‘It Has All Gone to Hell’

How Coronavirus Hijacks Your Cells

‘ When Can We Go to School?’ Nearly 300 Million Children Are Missing Class

To Tame Coronavirus, Mao-Style Social Control Blankets China

What Is the Coronavirus? Symptoms, Treatment and Risks

What’s Going On in This Graph?

Each week in “ What’s Going On in This Graph? ” we spotlight an engaging graph previously published elsewhere in The Times and pair it with a simple set of questions: What do you notice? What do you wonder? What do you think is going on in this graph?

On Wednesdays, teachers from the American Statistical Association provide live facilitation in our comment section to respond to students as they post analyses and consider what story the graph is telling. Then, at the end of the week, we add a “reveal” that shares the original article containing the graph, highlights from the moderation, related statistical concepts and helpful vocabulary.

This year, graphs included high school sports injuries and the changing size and calories of fast-food menu items over the past 30 years. Here are seven “What’s Going On in This Graph?” posts addressing the coronavirus pandemic:

Easing Lockdowns

Estimated Time for Covid-19 Vaccine

Pandemic Consumer Spending

Pandemic Intervention Models

Coronavirus Protective Measures

Flatten the Curve

Coronavirus Outbreak

Each week in Film Club we feature a short documentary film from The Times — most are under 10 minutes — and ask students to think about themes like race and gender identity, technology and society, civil rights, criminal justice, ethics, and artistic and scientific exploration.

To encourage thoughtful and honest dialogue, we pose open-ended questions: What moments in this film stood out for you? Were there any surprises? Anything that challenged what you know — or thought you knew? What messages, emotions or ideas will you take away from this film? What questions do you still have?

Film Club entries explored how the pandemic is exposing education’s digital divide; how it is bringing out fears, stereotypes, xenophobia and racism; and life lessons for navigating our difficult times from an astronaut.

Are Ice Cream Trucks Essential? In These N.Y.C. Neighborhoods, They Are

Concert for One: I.C.U. Doctor Brings Classical Music to Coronavirus Patients

What My Spacewalk Taught Me About Isolation

‘It’s a Pretty Big Bummer’: Olympic Dreams on Hold

She’s an Honors Student. And Homeless. Will the Virtual Classroom Reach Her?

Coronavirus Racism Infected My High School

Fear, Humor, Defiance: How the World Is Reacting to Coronavirus

Picture Prompt

We publish a Picture Prompt — a short, accessible, image-driven post that uses a photograph or illustration from The Times to inspire student writing — on our site Tuesdays through Fridays. These writing prompts invite students to create short stories and poems; share experiences from their lives; tell us what they think an image is saying; weigh in on hot-button issues; and discover, question and explain scientific phenomena.

Teachers tell us they use these prompts in all kinds of ways. Some use them to encourage students to develop a daily writing habit . Others use the prompts as an exercise to practice inferences, spark discussion or support reading .

We published more than 30 Picture Prompts during the pandemic that included images of an empty movie theater, protesters demanding the reopening of America, and strangers helping one another from falling into an abyss.

Restaurant Food

Crystal Ball

The Front Page

Strange Times, Strange Dreams

Songs of Hope

Open and Shut

Teenage Drivers

Magical Chores

Graduation in a Pandemic

Ramadan in Isolation

Across Divides

Instagram Challenges

Carrying the Weight

Funny Flicks

Endless Conversation

Pandemic Projects

Home Cooking

Looking Back

Your Learning Space

Flickering Sign

Empty Spaces

Trapped Inside

Social Distancing

Helping Hands

Working From Home

Current Events Conversation

Each Thursday during the school year we showcase our favorite student comments to our writing prompts as part of our Current Events Conversation . The weekly series provides a great snapshot of what teenagers are thinking about, and teachers tell us that students get excited to see their names and writing celebrated in The New York Times.

The coronavirus dominated our Current Events Conversations from this spring as students weighed in on issues like the challenges of remote learning and whether it’s OK to joke during dark times:

What Students Are Saying About Quarantine Dating, Ghosts and Songs of Hope

What Students Are Saying About Online Test Proctoring, Favorite Books and Driving Tests

What Students Are Saying About Post-Quarantine Plans, Leadership and Masks

What Students Are Saying About Humor in Tough Times, Expectations for Summer 2020 and Apologies

What Students Are Saying About ‘Life by the Numbers,’ Accents and Pandemic Protests

What Students Are Saying About Family Conflict in Quarantine, Starting Over and Health Care Heroics

What Students Are Saying About Acts of Kindness, Internet Habits and Where They’d Like to Be Stranded

What Students Are Saying About Remote Learning

What Students Are Saying About Public Preschool, Staying Healthy and Being Trapped Inside

What Students Are Saying About Living Through a Pandemic

What Students Are Saying About the Coronavirus

Additional Resources

We also published other pandemic-related resources that don’t neatly fit into the categories above, such as our special coronavirus-related news quiz and winning entries from our Student Editorial Contest.

Weekly News Quiz for Students: Special Coronavirus Edition

Dangerous Numbers? Teaching About Data and Statistics Using the Coronavirus Outbreak

What’s Going On in This Picture? | May 18, 2020

Not American Yet

The Class of 2021 Could Change College Admissions Forever

This Land Was Made for You and Me

How Animal Crossing Will Save Gen Z

Harnessing Boredom in the Age of Coronavirus

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Introduction

The global outbreak of COVID-19 has certainly taken an overwhelming toll on everyone. People have lost their jobs, their homes, and even their lives. There is no getting past the fact that the overall impact on the world has been negative, but it is important to realize that positive aspects of the pandemic have been overshadowed by the many negative ones. In an attempt to slow the spread of the disease, many governments made the decision to implement lockdowns, forcing billions to work and take classes from home, in many cases for the first times in their lives. Not only have these lockdowns altered the way that people work and go to school, but they have altered the mental health of everyone and the environmental health of the world around us.

Connection to STS Theory

The positive impacts of technology during the pandemic stems from the Modernization Theory, posing that there is a relationship between societal and technological advancements as societies shift to become updated as opposed to traditional. Technology has brought about lots of resistance to COVID that would not have been possible without the drastic advancements in science over the years. Thanks to these advancements, relationships can stay connected, students can continue to learn, jobs can stay open, and the environment can subtly improve. Our modernized world is well enough suited to take on the troubling times that COVID-19 has brought along.

Technology with School – Relates to College Students

Remote learning has allowed each of us to learn from the comfort of our homes. Working remotely has also allowed us to work from our living rooms. The perks of both are not having to wake up early to drive to work in the mornings, not having to sit at an office desk for eight hours a day, and not having to walk to class. Working remotely and remote learning has also been a time saver for many individuals.

According to Business Insider, there are a few tips that will help students be successful while being virtual. One tip is to clean your workspace. It is important to have a space, just like you would at a desk in a classroom, to ensure that you are paying attention to the professor. It is always important to engage with your professor. It is important to contact your professor outside of the class section to ensure that you are retaining the information. Another tip that the Business Insider recommends is to connect with your classmates. It is vital to build connections with your classmates that will help everyone have a comfortable environment to ask questions.

Personal Growth

In March 2020, the COVID-19 outbreak hit the United States. College students were forced to leave their beloved campuses and go home to finish their semesters online. For some, it meant their schoolwork load was lightened and they could sleep until noon. For others, it meant their plans of graduating and having a job for the summer were in jeopardy. Regardless of their situation, one thing was likely the same for all: lots of time alone. Students found things to do to pass the time. Some learned to cook, some started exercising at home, and others had more time to do what they already loved.

Ethan, a student at the University of South Carolina, used the time to start lifting weights in his home gym. In the United States, sales of home gym equipment doubled, reaching nearly $2.4 Billion in revenue. Store shelves were entirely sold out of exercise equipment. Many students like Ethan report that exercising was one of the biggest changes they made during COVID lockdown.

Other students, such as Cam, found an opportunity to get in a better place mentally. “I learned not to take things for granted. My relationship with my family has gotten better. I’m a much stronger person,” the Clemson student reported. Grayson, an athlete at Winthrop University, reported that it made him have a more positive outlook on being by himself. A student that elected to remain anonymous was just happy they could wake up later and not have to brush their teeth as much because of masks. Whether a dentist would approve of that habit or not, an improvement in mental health is a win in anyone’s book.

A select few students decided to challenge themselves in a world where all odds are stacked against them.  Dean, a freshman at the University of South Carolina, decided to start his own bracelet and T-Shirt business in a time when small businesses all over the country were facing a grave threat of going out of business. All the while, he learned to play the guitar and uploaded his songs to SoundCloud, he reported.

Whether college students decided to get a six-pack or learned how to sew, almost everyone found something constructive and positive to do with their extra free time. The college students of COVID-19 learned what it meant to make the best of an unfortunate situation. Things may have looked bleak and frightening, but they learned how to manage those feelings and make something positive out of it.

Change in Workforce

Before the pandemic, many companies did not allow employees to work from home. Also, many companies would not even allow employees to take home items, such as laptops, as a safety precaution. According to Stanford Medicine, rapid innovation and implementation of technology has allowed for the employees to navigate the challenges. It states that it is clear that technology has transformed our typical daily workflow. Technology has also made it easier to connect with the patients during the pandemic.

The Pew Research Center states “about half of new teleworkers say they have more flexibility now and that majority who are working in person worry about virus exposure.” In December 2020, 71% of the workers that were surveyed were doing their job from home all or most of the time. Of those workers, more than half said if they were given the choice that they would want to keep working from home even after the pandemic. Among those who are currently working from home, most say that it has been easy to meet deadlines and complete projects on time without interruptions.

Environmental Improvements

Before the COVID-19 outbreak, a typical day consisted of billions of people across the globe commuting to work or school, whether that be through public buses or trains, driving themselves in cars, or some other means of transportation. As all these vehicles were used, immeasurable amounts of gases and chemicals were released into the atmosphere. As infection numbers and the death toll increased, most nations began enforcing lockdown protocols, and these mandates affected almost 3 billion people (Rume & Islam, 2020). Businesses and factories shut down or people began working from home, meaning they no longer needed to drive to work. In an attempt to stunt transmission, the majority of international travel was halted, limiting tourism, which also had a great impact. Since industrialization has advanced in major cities across the globe, the amount of Greenhouse Gases that have been emitted is alarming. Cars, buses, trains, industries, factories all release harmful chemicals due to the burning of fossil fuels or other energy sources. When these pollutants enter the atmosphere, they cause a variety of issues. It decreases overall air quality and visibility, and can be dangerous to those inhali ng the m.

According to research performed by Shakeel Ahmad Bhat and a group of other scientists from India, China, and the United Kingdom, Delhi, India is one of the most polluted cities in the world (Bhat et al, 2021). The city is highly industrialized and densely populated, contributing to the elevated levels of particulate matter in the air. Particulate matter is small pollutant liquid droplets and solid particles in the air (Environmental Protection Agency, 2020). When inhaled, they can burrow deep into the lungs and even the bloodstream and cause serious damage to a person, “particularly respiratory ailments” (Bhat et al, 2021). The two types of particulate matter are PM10 and PM2.5, and their numbers correspond to the size of the particles (their diameters in units of micrometers). The smaller the particle, the more harmful they are. By National Ambient Air Quality Standards (NAAQS), the level of particulate matter in Delhi is well above the tolerable limits. In 2016 alone, the amount of deaths caused by the poor air quality in India “was approximately 4.2 million” (Bhat et al, 2021).

Lockdowns positively affe cted more than just the air quality around the world; additionally, water quality and beaches were a major beneficiary. Tourism for centuries has led to a significant overuse of beach resources such as fishing and leisure activities, and these in turn led to pollution of the water. If people are using jet skis and boating in lakes or oceans, the fuel and exhaust often leak into the water which can cause significant harm to the wildlife that lives in it. Restricting beach access has allowed them to recover and regain their resources, and has also decreased the pollution levels in the water. The water flowing in the Venice canals are cleaner now than they have been before (Bhat et al, 2021). pH levels, electric conductivity, dissolved oxygen levels, biochemical oxygen demand, and chemical oxygen demand have all decreased as a result of the lockdowns (Rume & Islam, 2020). These decreases all contribute to the fact that overall water quality levels have increased.

Noise pollution is an often-overlooked type of pollution that affects the world, especially in highly urbanized regions. Noise pollution is elevated levels of sound which are typically caused by human activities including transportation, machines, factories, etc. When the noise levels are elevated for extended periods of time, it negatively affects all organisms in the area. It leads to hearing loss, lack of concentration, high stress levels, interrupted sleep, and many other issues in humans. As for the wildlife, their abilities to detect and avoid predators and prey are hindered by noise pollution. It affects the invertebrates responsible for the control of many environmental processes that maintain balance in the ecosystem (Rume & Islam, 2020). When lockdowns were implemented, traveling and transportation stopped, industries shut down, flights were canceled, and people stayed home. The environment was able to recover and the people and organisms within the ecosystem enjoy a higher quality of life as a result.

Reflection Questions

• What kinds of positive experiences have you had during the pandemic?
• As stated in the chapter, there are many students who spent their time working out or picked up new hobbies. What new things were you able to focus on during the lockdowns?

Bhat, Shakeel Ahmad et al. “Impact of COVID-Related Lockdowns on Environmental and Climate Change Scenarios.” Environmental research 195 (2021): 110839–110839. Web. https://www-sciencedirect-com.libproxy.clemson.edu/science/article/pii/S001393512100133X?via%3Dihub.

DiDonato, S., Forgo, E., & Manella, H. (2020, June 5). Here’s how technology is helping residents during the COVID-19 pandemic . Scope Blog. https://scopeblog.stanford.edu/2020/06/04/how-technology-is-helping-residents-during-the-covid-19-pandemic/.

Environmental Protection Agency. (2020, October 1). Particulate Matter (PM) Basics. EPA. https://www.epa.gov/pm-pollution/particulate-matter-pm-basics.

Merkle, Steffen. “Positive Experiences During COVID-19.” Survey. 18 April 2021.

Parker, K., Horowitz, J. M., & Minkin, R. (2021, February 9). How Coronavirus Has Changed the Way Americans Work . Pew Research Center’s Social & Demographic Trends Project. https://www.pewresearch.org/social-trends/2020/12/09/how-the-coronavirus-outbreak-has-and-hasnt-changed-the-way-americans-work/.

Rume, T., & Islam, S. M. D.-U. (2020, September 17). Environmental effects of COVID-19 pandemic and potential strategies of sustainability. Heliyon. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7498239/#bib42.

Shaban, Hamza. “The Pandemic’s Home-Workout Revolution May Be Here to Stay.” The Washington Post, WP Company, 8 Jan. 2021, www.washingtonpost.com/road-to-recovery/2021/01/07/home-fitness-boom/.

Thompson, K. L. (2021, February 2). I’m a college professor who’s teaching virtually during the pandemic. Here are 7 things my most successful students do on Zoom. Business Insider. https://www.businessinsider.com/tips-for-zoom-success-as-remote-student-professor-advice-2021-2.

To the extent possible under law, Yang Wu; Allie Messenger; Arnaut Aguilar; Ashley Bui; Ava Kramer; Ben Jablonski; Blake Busking; Blake Moore; Carrie Pohlman; Brenna Turpin; Brooke Baker; Caroline Edwards; Chris Leroux; Claudia Sisk; Clayton Trentham; Davey Crouch; Eli Packer; Elle Wagner; Eliza Nix; Ellie Vensel; Erin Kennedy; Emily Cleveland; Ethan May; Ethan Hirsch; Frances Laughlin; George Easter; Grace Arnold; Grace D'Egidio; Grace Towe; Hope Wilde; Jack Sanford; Jake Brazinski; Jason McNult; Jason Saadeh; John Fuller; John Griffen; Julia Wood; Kasey Kiser; Katie Herbolsheimer; Katrina Campos; Kerrigan Donnelly; Kierstyn Stevens; Laurence Innes; Luke Dotson; Macey Coulter; Marco Guareschi; Meg Botts; Michael Havasy; Mikel Zoeller; Mitchell Wallin; Patrick Reed; Reagan Beach; Ryan Cook; Ryan Kennedy; Spencer Dalley; Steffen Merkle; Tayler Smith; Thomas Williams; Tim Egan; Tres Key; Tyler Parker; Virginia Lundeen; Will Gosnell; William Carroll; and Zoe Sabbert have waived all copyright and related or neighboring rights to COVID 19: A Student Perspective , except where otherwise noted.

Share This Book

Immunization Courses: Webcasts and Self Study

CDC offers continuing education (CE) for several self-study programs on immunization. These can be accessed in a variety of ways: web-based, video, and webinar.

Most CE from these programs is free and easy to access through the training and CE online system . If needed, assistance with obtaining CE is available.

Click the course name in the table below to see its description, intended audience, format , CE details, and any needed materials and resources. Other details include registration, objectives, and presenters/faculty, etc.

Terms used on this page are defined at bottom of page.

CDC-INFO’s correspondence process has changed. The email box is not actively monitored; please submit questions via the CDC-INFO online form .

Some courses offer continuing education (CE).

CDC’s Training and Continuing Education Online system ( TCEO ) has been the primary system that provides access to CDC educational activities for CE. To improve the learning experience, CDC’s continuing education (CE) process is moving from TCEO to CDC TRAIN .

Beginning January 1, 2024, many activities that offer CE from CDC will be listed in CDC TRAIN . Older modules will continue to use the TCEO system throughout 2024 to provide CE.

If you would like to claim CE or print a certificate, specific instructions are provided within each course to guide you to the appropriate system.

For additional immunization training, see

• 1-hour CDC webinars on current immunization issues
• Other organization’s courses for CMEs, CNEs, CEUs, and CE

  Top of Page

Target Audience: Physicians, PAs, Advanced Practice Nurses, RNs, Pharmacists, Health Educators

Description: CDC has created a new, web-on-demand, self-paced module for healthcare providers who will be administering COVID-19 vaccines. This module will provide healthcare providers with information about COVID-19 vaccine Emergency Use Authorization and safety, approved COVID-19 vaccines, and guidelines around vaccine storage, handling, administration, and reporting.

Learning Objectives:

At the conclusion of the session, the participant will be able to:

• Describe storage and handling requirements for COVID-19 vaccines.
• Describe vaccine preparation procedures for COVID-19 vaccines.
• Describe vaccine administration procedures for COVID-19 vaccines.
• Locate current immunization resources to increase knowledge of team’s role in program implementation for improved team performance.

CME: Valid through August 17, 2025

CE Details: https://www2.cdc.gov/vaccines/ed/covid19/covax/

• Describe best practices for effective COVID-19 vaccine administration.
• Address recent COVID-19 recommendations made by the Advisory Committee on Immunization Practices and CDC.
• Implement disease detection and prevention health care services (e.g., smoking cessation, weight reduction, diabetes screening, blood pressure screening, immunization services) to prevent health problems and maintain health.

Continuing Education is no longer available for this series.

CE Details: www.cdc.gov/vaccines/covid-19/training-education/webinars.html

Target Audience: Immunization Providers (Physicians, Nurses, Nurse Practitioners, Pharmacists, Physician’s Assistants, DoD Paraprofessionals, Medical Students, etc.)

Description: The General Best Practice Guidelines for Immunization publication is intended for clinicians and other health care providers who vaccinate patients in varied settings, including hospitals, provider offices, pharmacies, schools, community health centers, and public health clinics. It is organized into the following 10 sections: 1) Timing and Spacing of Immunobiologics; 2) Contraindications and Precautions; 3) Preventing and Managing Adverse Reactions; 4) Vaccine Administration; 5) Storage and Handling of Immunobiologics; 6) Altered Immunocompetence; 7) Special Situations; 8) Vaccination Records; 9) Vaccination Programs; and 10) Vaccine Information Sources.

• Identify valid contraindications for commonly used vaccines.
• Describe the minimum intervals between doses for vaccines routinely used in the United States.
• Describe methods for preventing and managing adverse reactions.
• Describe recommended practices for administration of vaccines.
• Describe proper storage and handling procedures for immunobiologics.
• Identify evidence-based interventions shown to improve vaccination rates among children.

CME: Valid through April 21, 2025.

CE Details: General Best Practice Guidelines for Immunization course #WB4458R

Description: Communication between providers and parents is key to improving HPV vaccination. HPV Vaccine: Same Way, Same Day ™ is a brief, interactive role-play simulation designed to enhance healthcare providers’ ability to introduce the HPV vaccine and address HPV vaccine hesitant parents’ concerns. In this app, you will practice techniques to introduce and discuss the vaccine with parents and patients, including those who may be hesitant to immunize. It is ideal for immunization education and provider training.

Format: Self-paced mobile app available for download from the Google Play store and the Apple iTunes store

MEDSCAPE CME: This CME activity is a roundtable discussion on HPV vaccine developed for distribution on Medscape. It can be accessed at “MedscapeCME” at http://www.medscape.org/viewarticle/768633

Target Audience: This activity is intended for pediatricians, physicians in primary care and family medicine, pediatric nurses, nurse practitioners, and other healthcare professionals involved in the treatment, management, and prevention of human papillomavirus (HPV)-related disease in adolescents and/or young men and women at risk for HPV infection.

Description: CE activity for physicians, nurses, and pharmacists who recommend or provide vaccinations to preteens and teens. The goals of this activity are to increase clinician recognition of the burden of HPV-related disease and to increase understanding of Advisory Committee on Immunization Practices (ACIP) recommendations for HPV disease prevention through vaccination.

• Describe the cancer risks that have been linked to HPV infection
• Apply the ACIP vaccine recommendations for HPV immunization to practice

CE is no longer available for this product .

Target Audience: Immunization Providers (Physicians, Nurses, Nurse Practitioners, Pharmacists, Physician’s Assistants, Dentists, DoD Paraprofessionals, Medical Students, etc.)

Description:  HPV vaccination is cancer prevention. While most U.S. adolescents are starting the HPV vaccine series, less than half have finished the HPV vaccine series. Every year that adolescents aren’t vaccinated is another year they are left unprotected against cancer-causing infections. A clinician recommendation plays a critical role in getting parents to accept HPV vaccination for their child.

CDC is looking to you to make an effective recommendation for HPV vaccination for all your 11-12 year old patients. This presentation is intended to support you in making effective recommendations and answering parents’ questions.  Provided in this presentation is up-to-date information on HPV infection/disease, HPV vaccine, and ways to successfully communicate with parents about HPV vaccination.

Learning Objectives

• Describe the burden of HPV infection and disease in the United States.
• Define the importance of HPV vaccination in cancer prevention.
• Describe recommendations for HPV vaccination for adolescents and adults.
• Describe the rationale for the routine HPV vaccination at age 11 or 12 years.
• List two components of an effective HPV vaccine recommendation.
• Identify relevant and compelling information to share with parents about HPV vaccine to help inform their decision to vaccinate their child.
• Locate current immunization resources to increase knowledge of the team’s role in program implementation for improved team performance.

CME: Valid through April 12, 2024.

CE Details: HPV course # WD4538

Description: This web-based course is an interactive, self-study program consisting of a series of modules covering all aspects of immunization. The modules provide basic vaccine content, links to resource materials, a comprehensive glossary, and self-tests to assess learning.

Audience: Practicing nurses and nursing students, medical assistants, pharmacists, and other health professionals who provide immunizations. The course is designed for immunization providers who are new to immunization or for those who need a refresher.

Format: Interactive web-based program.

Produced by: The Association for Prevention Teaching and Research, in collaboration with CDC’s National Center for Immunization and Respiratory Diseases.

To View or Order: More information and link to all available modules

Description: The Perinatal Hepatitis B Prevention Program (PHBPP) was established in 1990 by CDC. Orientation and trainings have been provided to coordinators in the past in various formats and venues. This series will combine aspects of both training on the epidemiology of hepatitis B virus and orientation to the PHBHPP in a web-based format. It presents both practice-based and program oriented content on Perinatal Hepatitis B. It addresses an educational need of an importance audience for the prevention of perinatal hepatitis B transmission, the new PHBPP Coordinator. This web-on-demand video will allow both new and experienced coordinators to improve their knowledge of perinatal hepatitis B and program management skills.

The multi-session series presents core knowledge necessary for a PHBPP Coordinator to posses to be successful in their position in concise web-based platform. The creation of this series is a direct result of requests from Coordinators for a web based training course with available continuing education.

• Identify the purpose of the Perinatal Hepatitis B Prevention Program (PHBPP).
• Identify the required PHBPP program objectives.
• Describe the relationship between the PHBPP objectives and the Advisory Committee on Immunization Practices (ACIP) Hepatitis Recommendations.
• Describe 2 activities that can be implemented to achieve the program objectives.
• Identify 3 key program data sources.
• Describe 1 way to use key data sources to improve program outcomes.

CME: CE for this course has expired.

Video, Transcript, and CE Details: Perihepb course # WD2895

Description: Provides guidelines for vaccine-preventable disease surveillance, case investigation, and outbreak control.

Audience: Physicians, infection control practitioners, nurses, epidemiologists, laboratorians, sanitarians, disease reporters, and others who are involved in surveillance and reporting of VPDs.

Format: Archived Webcast

Produced by: CDC

Description: This curriculum is designed for use in medical schools to support immunization instruction. The TIME modules provide ready-to-use instructional materials that can be integrated into existing medical curricula. The modules include vaccine indications and contraindications, immunization schedules, and recommendations on efficient ways to increase vaccination levels.

The materials provide student objectives, learning objectives, key teaching points, and resources.

Audience: Schools of Medicine

Format: Download from Internet

Produced by: The Association for Prevention Teaching and Research (APTR), in collaboration with the University of Pittsburgh School of Medicine and the CDC.

To View or Order: For information and to download a free copy, visit the APTR website

Terms Used on This Page

Broadcasts use streaming video (played as it arrives vs. waiting for entire file to be downloaded) techniques, and you can “tune it in” using something like RealPlayer. CDC’s immunization training broadcasts are offered live. Recorded sessions are archived to be played again if you missed the live session. Broadcasts are scheduled and delivered on demand.

Continuing Education (CE). Certification programs are designed to provide training to individuals, who are required to have and maintain specific levels of knowledge and skills in their job categories, often as a legal requirement to perform their duties. Certification programs may carry credits, and may be prerequisites for licensure. Requirements vary by state and profession. Disclaimer: This is a general definition and not necessarily CDC’s or an organizations’.

Continuing Medical Education (CME) credit. Continuing Nurses Education (CNE). Educational opportunities for physicians and other health professionals (CME), nurses and nurse students (CNE) to earn required continuing professional education credits. Continuing CNE and CME requirements vary from state to state. Disclaimer: This is a general definition and not necessarily CDC’s or an organizations’.

Continuing Education Units (CEU). Certain professions require that practitioners earn a specific number of CEUs per year to ensure that they are up-to-date with current practices in their field. Proof of credits earned is necessary in order to renew a license or certification. The annual number of CEUs required varies by state and profession. Disclaimer: This is a general definition and not necessarily CDC’s or an organizations’.

Training sessions are made available to you whenever you need it. An example is a TV show that can be watched whenever you want.

Podcasting is a form of audio broadcasting on the internet. An audio broadcast can be downloaded on your computer with some music software such as Media Player or iTunes.

Questions and Answers:

Questions submitted during NetConference/webcasts, including faxed and e-mailed questions not answered on-air.

Links to resources discussed during the broadcasts/webcasts.

Streaming Technology:

Data streaming, commonly seen in the forms of audio and video streaming, is when a multimedia file can be played back without being completely downloaded first. An example is watching and listening to videos via YouTube in ‘real time’.

PowerPoint presentations for each segment of the broadcasts/webcasts.

Updates and Clarifications:

Information that has changed since the broadcasts/webcasts, and explanations or clarifications of topics discussed during the webcast.

A webcast is a presentation shown on the web using streaming technology to many listeners/viewers at the same time. You can see it either live or ‘on demand’. Essentially, webcasting is “broadcasting” over the Internet. It does not allow interaction between you and the presenter.

Short for web-based seminar, a webinar is a presentation, lecture, workshop or seminar that is transmitted over the web. A key feature of a webinar is its interactive elements: the ability to give, receive and discuss information.

Please note that some of our training products do not reflect changes in CDC-INFO’s new operating hours. CDC-INFO’s hours of operation are 8:00am to 8:00pm Monday through Friday, Eastern Standard Time (EST). CDC-INFO will be closed overnight (8:00pm to 8:00am EST), Saturdays and Sundays, and on major federal holidays (New Year’s Day, Martin Luther King Day, Memorial Day, Independence Day, Labor Day, Veteran’s Day, Thanksgiving Day, Christmas Day).

• Current Issues in Immunization Webinar (CIIW)
• Netconferences

To receive email updates about this page, enter your email address:

• Vaccines & Immunizations
• ACIP Recommendations

Exit Notification / Disclaimer Policy

• The Centers for Disease Control and Prevention (CDC) cannot attest to the accuracy of a non-federal website.
• Linking to a non-federal website does not constitute an endorsement by CDC or any of its employees of the sponsors or the information and products presented on the website.
• You will be subject to the destination website's privacy policy when you follow the link.
• CDC is not responsible for Section 508 compliance (accessibility) on other federal or private website.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Elsevier - PMC COVID-19 Collection

The impact of COVID-19 on student experiences and expectations: Evidence from a survey ☆

Esteban m. aucejo.

a Department of Economics, Arizona State University, CEP & NBER, United States of America

Jacob French

b Department of Economics, Arizona State University, United States of America

Maria Paola Ugalde Araya

Basit zafar.

c Department of Economics, University of Michigan, & NBER, United States of America

In order to understand the impact of the COVID-19 pandemic on higher education, we surveyed approximately 1500 students at one of the largest public institutions in the United States using an instrument designed to recover the causal impact of the pandemic on students' current and expected outcomes. Results show large negative effects across many dimensions. Due to COVID-19: 13% of students have delayed graduation, 40% have lost a job, internship, or job offer, and 29% expect to earn less at age 35. Moreover, these effects have been highly heterogeneous. One quarter of students increased their study time by more than 4 hours per week due to COVID-19, while another quarter decreased their study time by more than 5 hours per week. This heterogeneity often followed existing socioeconomic divides. Lower-income students are 55% more likely than their higher-income peers to have delayed graduation due to COVID-19. Finally, we show that the economic and health related shocks induced by COVID-19 vary systematically by socioeconomic factors and constitute key mediators in explaining the large (and heterogeneous) effects of the pandemic.

• • Due to COVID: 13% of students delayed graduation, 40% lost a job, internship, or offer, and 29% expect to earn less at 35.
• • The effects of the pandemic have been highly heterogeneous.
• • Lower-income students are 55% more likely than their higher-income peers to have delayed graduation due to COVID-19.
• • COVID-19's economic and health shocks vary by socioeconomic status and act as key mediators explaining pandemic's effects.

1. Introduction

The disruptive effects of the COVID-19 outbreak have impacted almost all sectors of our society. Higher education is no exception. Anecdotal evidence paints a bleak picture for both students and universities. According to the American Council on Education, enrollment is likely to drop by 15% in the fall of 2020, while at the same time many institutions may have to confront demands for large tuition cuts if classes remain virtual. 1 In a similar vein, students face an increasingly uncertain environment, where financial and health shocks (for example, lack of resources to complete their studies or fear of becoming seriously sick), along with the transition to online learning may have affected their academic performance, educational plans, current labor market participation, and expectations about future employment.

This paper attempts to shed light on the impact of the COVID-19 pandemic on college students. First, we describe and quantify the causal effects of the COVID-19 outbreak on a wide set of students' outcomes/expectations. In particular, we analyze enrollment and graduation decisions, academic performance, major choice, study and social habits, remote learning experiences, current labor market participation, and expectations about future employment. Second, we study how these effects differ along existing socioeconomic divides and whether the pandemic has exacerbated existing inequalities. Finally, we present suggestive evidence on the mechanisms behind the heterogeneous COVID-19 effects by quantifying the relationship between individual-level (financial and health) shocks and students' academic decisions and labor market expectations.

For this purpose, we surveyed about 1500 undergraduate students at Arizona State University (ASU), one of the largest public universities in the United States, in late April 2020. The survey was explicitly designed to not only collect student outcomes and expectations after the onset of the pandemic, but also to recover counterfactual outcomes in the absence of the outbreak. Specifically, the survey asked students about their current experiences/expectations and what those experiences/expectations would have been had it not been for the pandemic. Because we collect information conditional on both states of the world (with the COVID-19 pandemic, and without) from each student , we can directly analyze how each student believes COVID-19 has impacted their current and future outcomes. 2 For example, by asking students about their current GPA in a post-COVID-19 world and their expected GPA in the absence of COVID-19, we can back out the subjective treatment effect of COVID-19 on academic performance. The credibility of our approach depends on: (1) students having well-formed beliefs about outcomes in the counterfactual scenario. This is a plausible assumption in our context since the counterfactual state is a realistic and relevant one - it was the status quo less than two months before the survey, and (2) there being no systematic bias in the reporting of the data - an assumption that is implicitly made when using any survey data. 3

Our findings on academic outcomes indicate that COVID-19 has led to a large number of students delaying graduation (13%), withdrawing from classes (11%), and intending to change majors (12%). Moreover, approximately 50% of our sample separately reported a decrease in study hours and in their academic performance. Predicting the longer-term impact of the pandemic on student achievement is more difficult, but students reported that they expect to take a break from college in the fall 2020 semester at more than twice the rate in previous years. Historically, 28% of students who fail to re-enroll do not return to ASU or another university after 5 years (authors' calculations from ASU first-time freshmen transcript data for the 2012–2014 spring semesters), suggesting that the pandemic may have a lasting impact on the educational achievement of current students. We also find that students report a decreased preference for online instruction as a result of their recent experiences.

As expected, the COVID-19 outbreak also had large negative effects on students' current labor market participation and expectations about post-college labor outcomes. Working students suffered a 31% decrease in their wages and a 37% drop in weekly hours worked, on average. Moreover, around 40% of students lost a job, internship, or a job offer, and 61% reported to have a family member that experienced a reduction in income. The pandemic also had a substantial impact on students' expectations about their labor market prospects post-college. For example, their perceived probability of finding a job before graduation decreased by almost 20%, and their expected earnings when 35 years old (around 15 years from the outbreak) declined by approximately 2.5%. This last finding suggests that students expect the pandemic to have a long-lasting impact on their labor market prospects, which is qualitatively consistent with the literature on graduating during a recession. For instance, Oreopoulos et al. (2012) and Schwandt and von Wachter (2019) find significant reductions in earnings 5 and 10 years after graduation, respectively, and Kahn (2010) finds an even longer-lasting effect on wages. On the other hand, although we are measuring the probability of finding a job before graduating, not unemployment directly, our estimated quantitative effect on students' expectations of finding a job seems to be larger relative to the literature ( Kahn, 2010 ; Altonji et al., 2016 ; and Rothstein, 2020 ).

The data also show that while all subgroups of the population have experienced negative effects due to the outbreak, the size of the effects are heterogeneous. For example, compared to their more affluent peers, lower-income students are 55% more likely to delay graduation due to COVID-19 and are 41% more likely to report that COVID-19 impacted their major choice. Further, COVID-19 nearly doubled the gap between higher- and lower-income students' expected GPA. 4 There also is substantial variation in the pandemic's effect on preference for online learning, with Honors students and males revising their preferences down more than 2.5 times as much as their peers. However, despite appearing to be more disrupted by the switch to online learning, the impact of COVID-19 on Honors students' academic outcomes is consistently smaller than the impact on non-Honors students.

Finally, we evaluate the extent to which mitigating factors associated with more direct economic and health shocks from the pandemic (for example, a family member losing income due to COVID-19, or the expected probability of hospitalization if contracting COVID-19) can explain the heterogeneity in pandemic effects. We find that both types of shock (economic and health) are systematically correlated with students' COVID-19 experiences. For example, the expected probability of delaying graduation due to COVID-19 increases by approximately 25% if either a student's subjective probability of being late on a debt payment in the following 90 days (a measure of financial fragility) or subjective probability of requiring hospitalization conditional on contracting COVID-19 increases by one standard deviation. As expected, the magnitude of health and economic shocks are not homogeneous across the student population. The average of the principal component for the economic and health shocks is about 0.3–0.4 standard deviations higher for students from lower-income families. Importantly, we find that the disparate economic and health impacts of COVID-19 can explain 40% of the delayed graduation gap (as well as a substantial part of the gap for other outcomes) between lower- and higher-income students. This analysis should be viewed as descriptive in nature and not necessarily causal, since omitted factors that are correlated both with the shocks and the outcomes may be driving these relationships.

To our knowledge, this is the first paper to shed light on the effects of COVID-19 on college students' experiences. The treatment effects that we find are large in economic terms. Whether students are overreacting in their response to the COVID-19 shock is not clear. We do find that previous cumulative GPA is a strong predictor of expected semester GPA without COVID-19, suggesting that students' reported expectations are meaningful. However, we know that individuals generally tend to overweight recent experiences ( Malmendier and Nagel, 2016 ; Kuchler and Zafar, 2019 ). Whether students' subjective treatment effects are “correct” in some ex-post sense is beside the point. As long as students are reporting their subjective beliefs without any systematic bias, it is the perceived treatment effects, not actual ones, – regardless of whether they are correct or not – which are fundamental to understanding choices. For example, if students (rightly or wrongly) perceive a negative treatment effect of COVID-19 on the returns to a college degree, this belief will have an impact on their future human capital decisions (such as continuing with their education, choice of major, etc.).

Our results underscore the fact that the COVID-19 shock is likely to exacerbate socioeconomic disparities in higher education. This is consistent with findings regarding the impacts of COVID-19 on K-12 students. Kuhfeld et al. (2020) project that school closures are likely to lead to significant learning losses in math and reading. However, they estimate heterogeneous effects, and conclude that high-performing students are likely to make gains. Likewise, Chetty et al. (2020) find that, post-COVID, student progress on an online math program decreased significantly more in poorer ZIP codes. Our analysis reveals that the heterogeneous economic and health burden imposed by COVID-19 can partially explain these varying impacts. This suggests that by addressing the economic and health impacts imposed by COVID-19, policy makers may be able to prevent COVID-19 from widening existing gaps in higher education.

2.1. Survey

Our data come from an original survey of undergraduate students at Arizona State University (ASU), one of the largest public universities in the United States. Like other higher educational institutions in the US, the Spring 2020 semester started in person. However, in early March during spring break, the school announced that instruction would be transitioned online and that students were advised not to return to campus.

The study was advertised on the My ASU website, accessible only through the student's ASU ID and password. Undergraduate students were invited to participate in an online survey about their experiences and expectations in light of the COVID-19 pandemic, for which they would be paid $10. The study was posted during the second to last week of instruction for the spring semester (April 23rd). Our sample size was constrained by the research funds to 1500 students, and the survey was closed once the desired sample size was reached, which happened within 3 days of posting the survey.

The survey was programmed in Qualtrics. It collected data on students' demographics and family background, their current experiences (both for academic outcomes and non-academic outcomes), and their future expectations. Importantly for the purposes of this study, the survey collected data on what these outcomes/expectations would have been in the counterfactual state, without COVID-19. The survey instrument (with only the relevant sections) can be found here .

2.2. Sample

A total of 1564 respondents completed the survey. 5 90 respondents were ineligible for the study (such as students enrolled in graduate degree programs or diploma programs) and were dropped from the sample. Finally, responses in the 1st and 99th percentile of survey duration were further excluded, leading to a final sample size of 1446. The survey took 38 min to complete, on average (median completion time was 26 min).

The first five columns of Table 1 show how our sample compares with the broader ASU undergraduate population and the average undergraduate student at other large flagship universities (specifically, the largest public universities in each state). Relative to the ASU undergraduate population, our sample has a significantly higher proportion of first-generation students (that is, students with no parent with a college degree), and a smaller proportion of international students. The demographic composition of our sample compares reasonably well with that of students in flagship universities. Our sample is also positively selected in terms of SAT/ACT scores relative to these two populations. The sample may also differ from the student body at other large public schools in that 30% report living on campus, which is not always the norm at other large institutions and may play an important role in how disruptive the pandemic has been. 6

Summary statistics.

Notes: Data in columns (2), (3) and (8) is from IPEDS 2018. The flagship universities are the 4-year public universities with the highest number of undergraduate students in each state. Means for these columns are weighted by total number of undergraduates in each institution. ACT and SAT data are weighted averages of 2018–2015 years from IPEDS. P -value columns show the p -value of a difference in means test between the two columns indicated by the numbers in the heading.

The better performance on admission tests could be explained by the high proportion of Honors students in our sample (22% compared to 18% in the ASU population). The last four columns of Table 1 show how Honors students compare with ASU students and the average college student at a top-10 university. We see that they perform better than the average ASU student (which is expected) and just slightly worse than the average college student at a top-10 university. The share of white Honors students in our sample (60%) is higher than the proportion in the ASU population and much higher than the proportion of white students in the top-10 universities.

Overall, we believe our sample of ASU students is a reasonable representation of students at other large public schools, while the Honors students may provide insight into the experiences of students at more elite Institutions. Though, it is important to acknowledge that elite institutions may have additional resources to address a global pandemic.

3. Analytic framework

We next outline a simple analytic framework that guides the empirical analysis. Let O i ( COVID  – 19) be the potential outcome of individual i associated with COVID-19 treatment. We are interested in the causal impact of COVID-19 on student outcomes:

where the first term on the right-hand side is student i 's outcome in the state of the world with COVID-19, and the second term being student i 's outcome in the state of the world without COVID-19. Recovering the treatment effect at the individual level entails comparison of the individual's outcomes in two alternate states of the world. With standard data on realizations, a given individual is observed in only one state of the world (in our case, COVID –  19 = 1). The alternate outcomes are counterfactual and unobserved. A large econometric and statistics literature studies how to identify these counterfactual outcomes and moments of the counterfactual outcomes (such as average treatment effects) from realized choice data (e.g., Heckman and Vytlacil, 2005 ; Angrist and Pischke, 2009 ; Imbens and Rubin, 2015 ). Instead, the approach we use in this paper is to directly ask individuals for their expected outcomes in both states of the world. From the collected data, we can then directly calculate the individual-level subjective treatment effect. As an example, consider beliefs about end-of-semester GPA. The survey asked students “ What semester-level GPA do you expect to get at the end of this semester ?” This is the first-term on the right-hand side of Eq. (1) . The counterfactual is elicited as follows “ Were it not for the COVID-19 pandemic , what semester-level GPA would you have expected to get at the end of the semester ?”. The difference in the responses to these two questions gives us the subjective expected treatment effect of COVID-19 on the student's GPA. For certain binary outcomes in the survey, we directly ask students for the Δ i . For example, regarding graduation plans, we simply ask a student if the Δ i is positive, negative, or zero: “ How has the COVID-19 pandemic affected your graduation plan ? [ graduate later ; graduation plan unaffected ; graduate earlier ].”

The approach we use in this paper follows a small and growing literature that uses subjective expectations to understand decision-making under uncertainty. Specifically, Arcidiacono et al. (2020) and Wiswall and Zafar (2020) ask college students about their beliefs for several outcomes associated with counterfactual choices of college majors, and estimate the ex-ante treatment effects of college majors on career and family outcomes. Shapiro and Giustinelli (2019) use a similar approach to estimate the subjective ex-ante treatment effects of health on labor supply. There is one minor distinction from these papers: while these papers elicit ex-ante treatment effects, in our case, we look at outcomes that have been observed (for example, withdrawing from a course during the semester) as well as those that will be observed in the future (such as age 35 earnings). Thus, some of our subjective treatment effects are ex-post in nature while others are ex-ante.

The soundness of our approach depends on a key assumption that students have well-formed expectations for outcomes in both the realized state and the counterfactual state. Since the outcomes we ask about are absolutely relevant and germane to students, they should have well-formed expectations for the realized state. In addition, given that the counterfactual state is the one that had been the status quo in prior semesters (and so students have had prior experiences in that state of the world), their ability to have expectations for outcomes in the counterfactual state should not be a controversial assumption. 7 As evidence that students' expectations exhibit meaningful variation, Appendix Fig. A1 shows that previous cumulative GPA is a strong predictor of expected semester GPA with COVID-19.

4. Empirical analysis

4.1. treatment effects.

We start with the analysis of the aggregate-level treatment effects, which are presented in Table 2 . The outcomes are organized in two groups, academic and labor market (see Appendix Table A1 for a complete list of outcomes). The first two columns of the table show the average beliefs for those outcomes where the survey elicited beliefs in both states of the world. The average treatment effects shown in column (3) are of particular interest. Since we can compute the individual-level treatment effects, columns (4)–(7) of the table show the cross-sectional heterogeneity in the treatment effects.

Subjective treatment effects.

Notes: Δ : change. Prop. Δ >0: proportion of students for whom the individual level Δ is positive. Prop. Δ =0: proportion of students for whom the individual level Δ is zero. 25th and 75th percentiles of the cross-sectional distribution of Δ . Standard deviation in parentheses. ( ∗  :  p <0.1, ∗∗  :  p <0.05, ∗∗∗  :  p <0.01).

We see that the average treatment effects are statistically and economically significant for all outcomes. The average impacts on academic outcomes, shown in Panel A, are mostly negative. For example, the average subjective treatment effect of COVID-19 on semester-level GPA is a decline of 0.17 points. More than 50% of the students in our sample expect a decrease in their GPA due to the treatment (versus only 7% expecting an increase). Additionally, 13% of the participants delayed their graduation, 11% withdrew from a class during the spring semester, and 12% stated that their major choice was impacted by COVID-19. 8

While almost no students report planning to drop out due to COVID-19, on average they expect to take a break from ASU in the fall 2020 semester at nearly twice the historical rate. Admittedly, the decision to take a break during a pandemic may be different than in more normal times. However, a substantial increase in the share of students failing to continue their studies is concerning, as historically 28% of students who fail to re-enroll for a fall semester do not return to ASU or another university within 5 years.

Regarding the impact of the pandemic on major choice, students who report that COVID-19 impacted their major choice were more likely to be in lower-paying majors before the pandemic; mean pre-COVID major-specific annual earnings were $43,053 ($46,943) for students whose major choice was (not) impacted by COVID-19. 9 Impacted students were also 9.3 percentage points less likely to be in a science, technology, engineering, or math (STEM) major before COVID-19. 10 We are only able to observe pre- and post-COVID major choices for the subset of students who had switched their major by the date of the survey. 11 Within this selected subsample of switchers, students chose to move into higher paying majors, with an average change in first-year earnings of $3,340. These patterns are generally consistent with the finding that students tend to gravitate towards higher-paying majors when exposed to adverse economic conditions when in college ( Blom et al., 2019 ).

An interesting and perhaps unanticipated result reported in Table 2 is that, on average, students are 4 percentage points less likely to opt for online instruction if given the choice between online and in-person instruction due to their experience with online instruction during the pandemic. 12 13 However, there is a substantial amount of variation in terms of the direction of the effect: 31% (47%) of the participants are now more (less) likely to enroll in online classes. We explore this heterogeneity in more detail in the next section, but it seems that prior experience with online classes somewhat ameliorates the negative experience; the average treatment effect for students with prior experience in online classes is a 2.4 percentage points decrease in their likelihood of enrolling in online classes, versus a 9.5 percentage points decline for their counterparts (difference statistically significant at the 0.1% level).

This large variation in the treatment effects of COVID-19 is apparent in several of the other outcomes, such as study hours, where the average treatment effect of COVID-19 on weekly study hours is −0.9 (that is, students spend 0.9 less hours studying per week due to COVID-19). The interquartile range of the across-subject treatment effect demonstrates substantial variation, with the pandemic decreasing study time by 5 hours at the 25th percentile and increasing study time by 4 hours at the 75th.

Overall, these results suggest that COVID-19 represents a substantial disruption to students' academic experiences, and is likely to have lasting impacts through changes in major/career and delayed graduation timelines. Students' negative experiences with online teaching, perhaps due to the abruptness of the transition, also has implications for the willingness of students to take online classes in the future.

Turning to Panel B in Table 2 , we see that students' current and expected labor market outcomes were substantially disrupted by COVID-19. As for the extensive margin of current employment, on average, 29% of the students lost the jobs they were working at prior to the pandemic (67% of the students were working prior to the pandemic), 13% of students had their internships or job offers rescinded, and 61% of the students reported that a close family member had lost their job or experienced an income reduction. The last statistic is in line with findings from other surveys of widespread economic disruption across the US. 14 Respondents experienced an average decrease of 11.5 hours of work per week and a 21% decrease in weekly earnings, although there was no change in weekly earnings for 52% of the sample, which again reflects substantial variation in the effects of COVID-19 across students.

In terms of labor market expectations, on average, students foresee a 13 percentage points decrease in the probability of finding a job by graduation, a reduction of 2% in their reservation wages, and a 2.3% decrease in their expected earnings at age 35.

The significant changes in reservation wages and expected earnings at age 35 demonstrate that students expect the treatment effects of COVID-19 to be long-lasting. Qualitatively, this is broadly consistent with the literature on graduating during recession. Oreopoulos et al. (2012) finds that graduating during a recession in which the unemployment rate increases 5% implies an initial loss in earnings of 9%, that decreases to 4.5% within 5 years and disappears after 10 years for a sample of male college graduates in Canada. Similarly, Schwandt and von Wachter (2019) find a 2.6% reduction in earnings 10 years after graduation for a 3-percentage point increase in unemployment at graduation, and Kahn (2010) finds an even longer-lasting effect on wages.

A large literature has investigated the impact of graduating during recessions on unemployment rates. Kahn (2010) finds that during the 1980's recession, the probability of being employed right after graduation for white males was largely unaffected by economic conditions. Altonji et al. (2016) only find what they term modest impacts. On the other hand, Rothstein (2020) finds that, for 22 to 23-year-olds graduating from college during the Great Recession, the probability of being employed decreases by 0.7 percentage point for every 1 percentage point increase in the unemployment rate. Using the estimates in Rothstein (2020) and the approximate 10 percentage point increase in the unemployment rate during April 2020, a back-of-the-envelope calculation indicates a 7 percentage point reduction in the probability of being employed for the graduating cohort in our sample. We find that students who are graduating in spring or summer 2020 expect a 35 percentage point decline in the likelihood of finding a job before graduation. While it is difficult to precisely map pre-graduation job finding rates to unemployment over the subsequent year, a 7 percentage point increase in unemployment appears low compared to the impact on students' expectations. It could be the case that the literature estimates are not appropriate for a situation as unexpected and different as a global pandemic, where the economic recession goes hand in hand with health concerns. Having said that, it could also be that students are overreacting to the COVID-19 shock. Data that tracks students' expectations and outcomes over time may be able to shed light on this.

4.2. Heterogeneous effects

We next explore demographic heterogeneity in the treatment effects of COVID-19. Fig. 1 plots the average treatment effects across several relevant demographic divisions including gender, race, parental education, and parental income. Honors college status and cohort are also included as interesting dimensions of heterogeneity in the COVID-19 context. The figure shows the impacts for six of the more economically meaningful outcomes from Table 2 (additional outcomes can be found in Appendix Fig. A2 ).

Treatment effects by demographic group.

(a) Delay Graduation due to COVID (0/1)

(b) Semester GPA ( Δ 0–4)

(c) Change major due to COVID (0/1)

(d) Likelihood take online classes ( Δ 0–1)

(e) Probability job before graduate ( Δ 0–1)

(f) Expected earnings at age 35 (Pct. Δ )

Notes: bars denote 90% confidence interval.

At least four patterns of note emerge from Fig. 1 . First, compared to their classmates, students from disadvantaged backgrounds (lower-income students defined as those with below-median parental income, racial minorities, and first-generation students) experienced larger negative impacts for the academic outcomes, as shown in the first three panels of the figure. 15 The trends are most striking for lower-income students, who are 55% more likely to delay graduation due to COVID-19 than their more affluent classmates (0.16 increase in the proportion of those expecting to delay graduation versus 0.10), expect 30% larger negative effects on their semester GPA due to COVID-19, and are 41% more likely to report that COVID-19 impacted their major choice (these differences are statistically significant at the 5% level). For some academic outcomes, COVID-19 had similarly disproportionate effects on nonwhite and first-generation students, with nonwhite students being 70% more likely to report changing their major preference compared to their white peers and first-generation students being 50% more likely to delay their graduation than students with college-educated parents. Thus, while on average COVID-19 negatively impacted several measures of academic achievement for all subgroups, the effects are significantly more pronounced for socioeconomic groups which were predisposed towards worse academic outcomes pre-COVID. 16 The pandemic's widening of existing achievement gaps can be seen directly in students' expected Semester GPA. Without COVID-19, lower-income students expected a 0.052 lower semester GPA than their higher-income peers. With COVID-19, this gap nearly doubles to 0.098. 17

Second, Panel (d) of Fig. 1 shows that the switch to online learning was substantially harder for some demographic groups; for example, men are 7 percentage points less likely to opt for an online version of a course as a result of COVID-19, while women do not have a statistically significant change in their online preferences. We also see that Honors students revise their preferences by more than 2.5 times the amount of non-Honors students. As we show later (in Table 4 ), these gaps persist after controlling for household income, major, and cohort, suggesting that the switch to online learning mid-semester may have been substantially more disruptive for males and Honors students. While the effect of COVID-19 on preferences for online learning looks similar for males and Honors students, our survey evidence indicates that different mechanisms underpin these shifts. Based on qualitative evidence, it appears that Honors students had a negative reaction to the transition to online learning because they felt less challenged, while males were more likely to struggle with the learning methods available through the online platform. 18 One speculative explanation for the gender difference is that consumption value of college amenities is higher for men (however, Jacob et al. (2018) , find little gender difference in willingness to pay for the amenities they consider).

Composition of COVID effects.

Notes: Standard errors in parentheses bootstrapped with 1000 replications. Each column reports results from a separate OLS regression of the dependent variable onto the covariates (row variables). Dependent variables measured in percentage points. ( ∗  :  p <0.1, ∗∗  :  p <0.05, ∗∗∗  :  p <0.01).

The third trend worth highlighting from Fig. 1 is that Honors students were better able to mitigate the negative effect of COVID-19 on their academic outcomes (panels a, b, and c), despite appearing to be more disrupted by the move to online learning (panel d). Honors students report being less than half as likely as non-Honors students to delay graduation and change their major due to COVID-19. Extrapolating from these patterns provides suggestive evidence that academic impacts for students attending elite schools– the group more comparable to these Honors students– are likely to have been small relative to the impacts for the average student at large public schools.

Finally, the last two panels of Fig. 1 present the COVID effect on two labor market expectations and show much less meaningful heterogeneity across demographic groups compared to the academic outcomes in previous panels. This suggests that, while students believe COVID-19 will impact both their academic outcomes and future labor market outcomes, they do not believe there is a strong connection between these domains. Supporting this observation, the individual-specific treatment effect on semester GPA is only weakly correlated with the individual-specific treatment effects on finding a job before graduation (corr = 0.0497, p  = 0.065) and expected earnings at 35 (corr = 0.0467, p  = 0.077).

The one notable exception to the lack of heterogeneity in panels (e) and (f) of Fig. 1 are seniors, who on average revised their subjective probability of finding a job before graduation three times as much as other cohorts. Appendix Fig. A3 further breaks down the estimated COVID-19 effects by expected year of graduation. Perhaps unsurprisingly, the 2020 cohort expects much larger effects on immediate job market outcomes such as reservation wages and probability of finding a job before graduation. While average expected changes to job market outcomes are noisier for academically younger students, perhaps reflecting additional uncertainty about the longer-term impacts of COVID-19, they appear to anticipate meaningful changes to their future labor market prospects. Conversely, younger students also expected larger disruptions to academic outcomes such as semester GPA and study time.

5. Understanding the heterogeneous effects

This section presents mediation analysis on the drivers of the underlying heterogeneity in the treatment effects. The COVID-19 pandemic serves as both an economic and a health shock. However, these shocks may have been quite heterogeneous across the various groups, and that could partly explain the heterogeneous treatment effects we documented in the previous section.

5.1. Economic and health mediating factors

We proxy for the financial and health shocks due to COVID-19 by relying on a small but relevant set of covariates which capture more fundamental or first-order disruptions from the pandemic. Financial shocks are characterized based on whether a student lost a job due to COVID-19, whether a student's family members lost income due to COVID-19, the change in a student's monthly earnings due to COVID-19, and the likelihood a student will fail to fully meet debt payments in the next 90 days. To measure health shocks, we consider a student's belief about the likelihood that they will be hospitalized if they contract COVID-19, a student's belief about the likelihood that they will have contracted COVID-19 by summer, and a student's subjective health assessment. Finally, in order to summarize the combined effect of each set of proxies, we construct principal component scores as one-dimensional measures of the financial and health shock to students. 19

Table 3 reports summary statistics of the different economic and health proxies by demographic group. Given the results in Fig. 1 , the remainder of the analysis will focus on three socioeconomic divisions: parental income, gender, and Honors college status. Our data indicate that lower-income students faced larger health and economic shocks as compared to their more affluent peers. In particular, they are almost 10 percentage points more likely to expect to default on their debt payments compared to their higher-income counterparts. Additionally, lower-income students are 16 percentage points more likely to have had a close family member experience an income reduction due to COVID-19. Regarding the health proxies, lower-income students rate their health as worse than higher-income students and perceive a higher probability of being hospitalized if they catch the virus. Finally, the differences in economic and health shocks between lower and higher-income students, as summarized by the principle components of the selected proxy variables, are statistically significant.

Summary statistics for economic and health proxies.

Notes: P-value columns report the p-value of a difference in means test between the two columns indicated by the numbers in the heading.

Columns (5)–(7) of Table 3 show that both economic and health shocks are larger for non-Honors students. In fact, the average differences in the principal component scores for both the economic and health factors is larger for these two groups than for the income groups. Likewise, the last three columns of the table show that women experienced larger COVID-19 shocks due to economic and health factors. These differences are partly driven by the fact that, in our sample, females are more likely to report that they belong to a lower-income household than males (50% vs. 42%).

In short, Table 3 makes clear that the impacts of COVID-19 on the economic well-being and health of students have been quite heterogeneous, with lower-income and lower-ability students being more adversely affected.

5.2. The role of economic and health shocks on explaining the COVID-19 effects

To investigate the role of economic and health shocks in explaining the heterogeneous treatment effects (in Section 4.2 ), we estimate the following specification:

where Δ i is the COVID-19 treatment effect for outcome O on student i . Demog i is a vector including indicators for gender, lower-income, Honors status, and dummies for cohort year and major. FinShock i and HealthShock i are vectors containing the shock proxies or their principal component. Finally, ε i denotes an idiosyncratic shock.

The parameters of interest are α 2 and α 3 . A causal interpretation of these parameters requires FinShock i and HealthShock i to be independent of ε i . This seems unlikely in our context as unobservables correlated with FinShock i and HealthShock i may also modulate COVID-19's impact on academic outcomes. Therefore, we prefer to interpret α 2 and α 3 as simple correlations. Nevertheless, we believe this descriptive evidence can be informative from a policy perspective.

Table 4 shows estimates of Eq. (2) for four different outcomes ( Appendix Table A2 shows the estimates for additional outcomes). For each outcome, five specifications are reported ranging from controlling for only demographic variables in the first specification to controlling for both economic and health factors in the fourth specification. Finally, the last column includes only the principal component of each shock to provide insight about overall effects, given that certain shock proxies show high levels of correlation (see Appendix Table A4 for the correlations within each set of proxies).

Several important messages emerge from Table 4 . First, both shocks are (economically and statistically) significant correlates of the COVID-19 effects on students' outcomes. In particular, F-tests show that the financial and health shock proxies are jointly significant across almost all specifications. 20 This is also reflected in the statistical significance of the principal components. Moreover, the fact that the effect of key proxy variables remains robust when we simultaneously control for both shocks demonstrates the robustness of our results. For example, we find that a 50 percentage point increase in the probability of being late on debt payments is associated with an increase in the probability of delaying graduation and switching majors due to COVID-19 of 6.9 and 6.4 percentage points respectively. These effects are large given that they represent more than half of the overall COVID-19 treatment effect for these variables. Similarly, we find that an analogous increase in the probability of hospitalization if contracting COVID-19 is associated with a 6 and 5 percentage points increase in the probability of delaying graduation and switching majors due to COVID-19.

Second, in terms of labor market expectations, we find that the change in the expected probability of finding a job before graduation strongly depends on having a family member that lost income (which is also correlated with the student himself losing a job). In particular, the size of this effect represents 32% of the overall COVID-19 treatment effect. Therefore, this finding suggests that students' labor market expectations are driven in large part by personal/family experiences.

Third, although the proxies play an important role in explaining the pandemic's impact on students, there is still a substantial amount of variation in COVID-19 treatment effects left unexplained. Across the four outcomes in Table 4 , the full set of proxies explain less than a quarter of the variation in outcomes across individuals. Appendix Fig. A4 visualizes this variation by plotting the distribution of several continuous outcomes with and without controls. While the interquartile range noticeably shrinks after conditioning on the proxy variables, these plots highlight the large amount of variation in treatment effects remaining after conditioning on the proxies.

Finally, our results show that the financial and health shocks play an important role in explaining the heterogeneous effects of the COVID-19 outbreak. In particular, columns (4) and (9) demonstrate that economic and health factors together can explain approximately 40% and 70% of the income gap in COVID-19's effect on delayed graduation and changing major respectively. The gap between Honors and non-Honors students is likewise reduced by 27% and 39% for the same outcomes. Taken together, these results imply that differences in the magnitude of COVID-19's economic and health impact can explain a significant proportion of the demographic gaps in COVID-19's effect on the decision to delay graduation, the decision to change major, and preferences for online learning. These results are important and suggest that focusing on the needs of students who experienced larger financial or health shocks from COVID-19 may be an effective way to minimize the disparate disruptive effects and prevent COVID-19 from exacerbating existing achievement gaps in higher education.

6. Conclusions

This paper provides the first systematic analysis of the effects of COVID-19 on higher education. To study these effects, we surveyed 1500 students at Arizona State University, and present quantitative evidence showing the negative effects of the pandemic on students' outcomes and expectations. For example, we find that 13% of students have delayed graduation due to COVID-19. Expanding upon these results, we show that the effects of the pandemic are highly heterogeneous, with lower-income students 55% more likely to delay graduation compared to their higher-income counterparts. We further show that the negative economic and health impacts of COVID-19 have been significantly more pronounced for less advantaged groups, and that these differences can partially explain the underlying heterogeneity that we document. Our results suggest that by focusing on addressing the economic and health burden imposed by COVID-19, as measured by a relatively narrow set of mitigating factors, policy makers may be able to prevent COVID-19 from widening existing achievement gaps in higher education.

Declaration of competing interest

The authors declare that they have no relevant or material financial interests that relate to the research described in this paper. There are no declarations of interest.

☆ Noah Deitrick and Adam Streff provided excellent research assistance. All errors that remain are ours.

1 See, the New York Times article “ After Coronavirus , Colleges Worry : Will Students Come Back ?” (April 15, 2020) for a discussion surrounding students' demands for tuition cuts.

2 In some cases, instead of asking students for the outcomes in both states of the world, we directly ask for the difference. For example, the survey asked how the pandemic had affected the student's graduation date.

3 This approach has been used successfully in several other settings, such as to construct career and family returns to college majors ( Arcidiacono et al., 2020 ; Wiswall and Zafar, 2020 ), and the causal impact of health on retirement ( Shapiro and Giustinelli, 2019 ).

4 The income gap in GPA increased from 0.052 to 0.098 on a 4 point scale. It is significant at the 1% level in both scenarios.

5 The 64 people taking the survey at the moment the target sample size (1500) was reached were allowed to finish.

6 59% of Honors students in our sample report living on campus.

7 This is different from asking students in normal times about their expected outcomes in a state with online teaching and no campus activities (COVID-19) since most students would not have had any experience with this counterfactual prior to March this year.

8 Altonji et al. (2016) finds a small but positive effect on the probability of attending graduate school when graduating into a recession. This is suggestive evidence that students try to avoid entering the labor market when economic conditions are adverse. Our results on delayed graduation are consistent with students avoiding entering the labor market at inopportune times.

9 For this calculation, we take earnings data from the US Department of Education College Scorecard dataset. Major-specific earnings are calculated using median first-year earnings for ASU graduates in 2015 and 2016 by two-digit CIP code. Observable earnings averaged within major category.

10 STEM major designation made using two-digit CIP code and The STEM Designated Degree Program from the US Department of Homeland Security.

11 This includes 77 respondents, or 43% of those who say COVID-19 impacted their major choice.

12 The relevant survey question read: “ Suppose you are given the choice to take a course online/remote or in-person . [ Had you NOT had experience with online/remote classes this semester ], what is the percent chance that you would opt for the online/remote option ?”

13 This result is in line with a survey about eLearning experiences across different universities in Washington and New York that concludes that 75% of the students are unhappy with the quality of their classes after moving to online learning due to COVID-19.

14 According to the US Census Bureau Household Pulse Survey Week 3, 48% of the surveyed households have experienced a loss in employment income since March 13 2020.

15 The cutoff for median parental income in our sample is $80,000.

16 Based on analysis of ASU administrative data including transcripts, we find that, relative to their counterparts, first-generation, lower-income, and non-white students drop out at higher rates, take longer to graduate, have lower GPAs at graduation, and are more likely to switch majors when in college (see Appendix Table A3 ).

17 The difference is significant at 1% in both cases.

18 Honors students were as likely as non-Honors students to say that classes got easier after they went online but, conditional on saying classes got easier, were 47% more likely to say “homework/test questions got easier.” Conversely, males were marginally more likely to say classes got harder after they went online (10% more likely, p  = 0.055) and, conditional on this, were 14% more likely to say that “online material is not clear”.

19 Eigenvalues indicate the presence of only one principal component for each of the shocks.

20 The only exception is the financial shock when explaining changes in the probability of taking classes online.

Expected and previous academic performance.

Notes: Figure plots mean expected GPA with COVID-19 against students' cumulative GPA up to the spring 2020 semester. The 45 degree line is also plotted for reference.

More treatment effects by demographic group.

(a) Withdrew from Class due to COVID (0/1); (b) Social Events per Week ( Δ 0–14); (c) Move in With Family due to COVID (0/1); (d) Weekly Study Hours ( Δ 0–40); (e) Reservation Wage (Pct. Δ )

Notes: Bars denote 90% confidence interval.

Cohort trends.

Notes: Figure plots average COVID-19 effects for a series of outcomes. The x-axis variable in each panel is expected academic year of graduation (after COVID), with summer graduation dates included in the previous academic year. Bars denote 90% confidence interval.

Distribution of individual effects.

Notes: Data winsorized below 5% and above 95%. Controls include cohort fixed effects, major fixed effects, and the economic/health proxies in Table 3 . Conditional distribution adjusted to preserve unconditional mean. Within each plot: middle line represents median, edges of box represent interquatile range (IQR), edge of whisker represents the adjacent values or the 25th(75th) percentile plus(minus) 1.5 times the IQR. Outlier observations past adjacent values plotted as individual points.

Composition of COVID effects: more outcomes.

Notes: Standard errors in parentheses bootstrapped with 1000 replications. Each column reports results from a separate OLS regression of the dependent variable onto the covariates (row variables). Dependent variables measured in percentage points (except GPA). ( ∗  :  p <0.1, ∗∗  :  p <0.05, ∗∗∗  :  p <0.01).

Existing achievement gaps.

Notes: Sample includes all first time freshman at ASU's main campus who started within the last 10 years. N  = 58,426. ( ∗  :  p <0.1, ∗∗  :  p <0.05, ∗∗∗  :  p <0.01).

Correlation of shock proxies.

Notes: Table reports correlation matrix for indicated variables.

• Altonji J., Arcidiacono P., Maurel A. Handbook of the Economics of Education. vol. 5. Elsevier; Cambridge, MA: 2016. The analysis of field choice in college and graduate school: determinants and wage effects; pp. 305–396. [ Google Scholar ]
• Angrist J.D., Pischke J.-S. Princeton University Press; Princeton: 2009. Mostly Harmless Econometrics: An Empiricist’s Companion. OCLC: ocn231586808. [ Google Scholar ]
• Arcidiacono P., Hotz V.J., Maurel A., Romano T. Ex ante returns and occupational choice. J. Polit. Econ. 2020 (forthcoming) [ Google Scholar ]
• Blom E., Cadena B.C., Keys B.J. 2019. Investment Over the Business Cycle: Insights from College Major Choice. (Working Paper) [ Google Scholar ]
• Chetty R., Friedman J.N., Hendren N., Stepner M. 2020, May. Real-Time Economics: A New Platform to Track the Impacts of COVID-19 on People, Businesses, and Communities Using Private Sector Data. [ Google Scholar ]
• Heckman J.J., Vytlacil E. Structural equations, treatment effects, and econometric policy evaluation. Econometrica. 2005, May; 73 (3):669–738. [ Google Scholar ]
• Imbens G., Rubin D.B. Causal inference: for statistics, social and biomedical sciences: an introduction. OCLC. 2015; 985493948 [ Google Scholar ]
• Jacob B., McCall B., Stange K. College as country club: do colleges cater to students’ preferences for consumption? J. Labor Econ. 2018; 36 (2):40. [ Google Scholar ]
• Kahn L.B. The long-term labor market consequences of graduating from college in a bad economy. Labour Econ. 2010, April; 17 (2):303–316. [ Google Scholar ]
• Kuchler T., Zafar B. Personal experiences and expectations about aggregate outcomes. J. Financ. 2019, October; 74 (5):2491–2542. [ Google Scholar ]
• Kuhfeld M., Soland J., Tarasawa B., Johnson A., Ruzek E., Liu J. 2020, May. Projecting the Potential Impacts of COVID-19 School Closures on Academic Achievement. Publisher: EdWorkingPapers.com. [ Google Scholar ]
• Malmendier U., Nagel S. Learning from inflation experiences *. Q. J. Econ. 2016, February; 131 (1):53–87. [ Google Scholar ]
• Oreopoulos P., von Wachter T., Heisz A. The short- and long-term career effects of graduating in a recession. Am. Econ. J. Appl. Econ. 2012, January; 4 (1):1–29. [ Google Scholar ]
• Rothstein J. 2020, May. The Lost Generation? Labor Market Outcomes for Post Great Recession Entrants. [ Google Scholar ]
• Schwandt H., von Wachter T. Unlucky cohorts: estimating the long-term effects of entering the labor market in a recession in large cross-sectional data sets. J. Labor Econ. 2019; 37 (S1):S161–S198. [ Google Scholar ]
• Shapiro M., Giustinelli P. 2019, July. SeaTE: Subjective ex Ante Treatment Effect of Health on Retirement. [ Google Scholar ]
• Wiswall M., Zafar B. Human capital investments and expectations about career and family. J. Polit. Econ. 2020 (forthcoming) [ Google Scholar ]

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• My Account Login
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Open access
• Published: 22 September 2023

How does the COVID-19 pandemic influence students’ academic activities? An explorative study in a public university in Bangladesh

• Bijoya Saha 1 ,
• Shah Md Atiqul Haq   ORCID: orcid.org/0000-0001-9121-4028 1 &
• Khandaker Jafor Ahmed 2  

Humanities and Social Sciences Communications volume  10 , Article number:  602 ( 2023 ) Cite this article

5341 Accesses

1 Citations

Metrics details

The global impact of the novel coronavirus (COVID-19) has spared no sector, causing significant socioeconomic, demographic, and particularly noteworthy educational repercussions. Among the areas significantly affected, the education systems worldwide have experienced profound changes, especially in countries like Bangladesh. In this context, numerous educational institutions in Bangladesh decided to temporarily suspend classes in situations where a higher risk of infection was perceived. Nevertheless, the tertiary education sector, including public universities, encountered substantial challenges when establishing and maintaining effective online education systems. This research uses a qualitative approach to explore the ways in which the COVID-19 pandemic has influenced the academic pursuits of students enrolled in public universities in Bangladesh. The study involved the participation of 30 students from a public university, who were interviewed in-depth using semi-structured interviews. Data analysis was conducted using thematic analysis. The findings of this study reveal unforeseen disruptions in students’ learning processes (e.g., the closure of libraries, seminars, and dormitories, and the postponement of academic and administrative activities), highlighting the complications associated with online education, particularly the limitations it presents for practical and laboratory-based learning. Additionally, a decline in both energy levels and study hours has been observed, along with an array of physical, mental, and financial challenges that directly correlate with educational activities. These outcomes emphasize the need for a hybrid academic approach within tertiary educational institutions in Bangladesh and other developing nations facing similar sociocultural and socioeconomic contexts.

Similar content being viewed by others

The sudden transition to remote learning in response to COVID-19: lessons from Malaysia

Mohd Idzwan Mohd Salleh, Nor Aziah Alias, … Sharifah Aliman

Uncovering Covid-19, distance learning, and educational inequality in rural areas of Pakistan and China: a situational analysis method

Samina Zamir & Zhencun Wang

Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic

Cedric B. Mpungose

Introduction and background

The current global issue, the COVID-19 pandemic caused by the novel coronavirus, is impacting both developed and developing nations (World Health Organization [WHO], 2020 ). Many countries have implemented worldwide lockdowns, enforced social isolation measures, bolstered healthcare services, and temporarily closed educational institutions in order to curb the spread of the virus. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2020a ), the closure of schools, colleges, universities, and other educational establishments due to COVID-19 has impacted over 60% of students worldwide. The pandemic is inflicting significant damage upon the global education sector. University students, in particular, are grappling with notable disruptions to their academic and social lives. The uncertainties surrounding their future goals and careers, coupled with the limitations on social interaction with friends and family (Cao et al., 2020 ), have left them contending with altered living conditions and increased workload demands compared to the time before traditional classroom teaching was suspended. Despite these challenges, the university setting and its associated activities have become the sole familiar constant amidst their otherwise transformed lives (Neuwirth et al., 2021 ). The pandemic’s interference with academic routines has substantially interrupted students’ educational journeys (Charles et al., 2020 ). The shutdown of physical classrooms and the halt of academic operations due to university closures (Jacob et al., 2020 ) have disrupted students’ study routines and performance. Prolonged periods of solitary studying at home have been linked to heightened stress levels (e.g., depression), feelings of cultural isolation (e.g., loneliness), and cognitive disorders (e.g., difficulty in retaining recent and past information) (Meo et al., 2020 ). Many educational institutions have responded to COVID-19 by transitioning from traditional face-to-face instruction to online alternatives to minimize educational disruptions. However, research indicates that students often feel uncomfortable and dissatisfied with online learning methods (Al-Tammemi et al., 2020 ). Beyond the challenges posed by online education, such as limited access to electronic devices, restricted internet connectivity, and high internet costs, students are also faced with adapting to new online assessment techniques and technologies, engaging with instructors, and navigating the complexities of the shift to online delivery (Owusu-Fordjour et al., 2020 ).

Bangladesh, a South Asian developing nation, has also been significantly impacted by COVID-19. To prevent the virus’s spread, the country opted to close its educational institutions, leading to students staying home to maintain social distancing (Institute of Epidemiology Disease Control and Research [IEDCR], 2020 ). The higher education sector in Bangladesh encountered challenges during this period. The closure of educational institutions disrupted students’ learning activities (UNESCO, 2020b ; Al-Tammemi et al., 2020 ). Modern technology tools and software have become the means through which most university students engage in study-related tasks at home during their free time. The shift to online education is seen as a fundamental transformation in higher education in Bangladesh, departing from the traditional academic approach. However, for many teachers and administrators at Bangladeshi institutions, online education is a new frontier. Face-to-face teaching and learning have been the predominant mode at Bangladeshi universities for a long time, making it challenging to embrace the shift to an advanced online environment.

Bangladesh hosts more than 5,000 higher education institutions, encompassing both government and private universities, vocational training centers, and affiliated colleges, with an enrollment of 4 million students (Ahmed, 2020 ). In response to the health crisis, the government introduced emergency online education methods to enable students to continue learning despite temporary school closures. Challenges such as overcrowding, unequal access to technology compared to pre-COVID-19 times, and the difficulties in swift adaptation led to delays, teaching interruptions, and the adoption of extended distance learning. These issues were further exacerbated by the ongoing overcrowding, which posed a risk for the resurgence or spread of COVID-19 if in-person teaching were to resume. Undoubtedly, COVID-19 has left a profound impact on university education in Bangladesh. Despite numerous studies on COVID-19’s impact on a range of topics, the effects on higher academic activities in Bangladesh have received limited research attention. Shahjalal University of Science and Technology (SUST), a public institution and one of Bangladesh’s universities, stands as an example. Given the COVID-19 regulations, this study aims to investigate the effects of online learning on the academic endeavors of university students in Bangladesh. The study also seeks to assess students’ satisfaction with online education, their adaptability to this new format, and their participation in extracurricular activities during the COVID-19 period, in addition to their academic pursuits.

Literature review

The COVID-19 pandemic has had a notable impact on the landscape of online teaching and learning (Aldowah et al., 2019 ; Basilaia and Kvavadze, 2020 ; Khan and Abdou, 2021 ). Notably, Rameez et al. ( 2020 ) emphasize that a critical hurdle faced in Sri Lanka revolves around the lack of virtual teaching and learning proficiency among both educators and students, impeding a smooth educational process. University shutdowns and dormitory quarantines due to COVID-19 have significantly disrupted students’ learning abilities (Burgess and Sievertsen, 2020 ; Kedraka and Kaltsidis, 2020 ). Difficulties have arisen, encompassing challenges related to online lectures, exams, evaluations, reviews, and tutoring. While Kedraka and Kaltsidis ( 2020 ) laud online learning as modern, relevant, suitable, and advantageous, they also underline its drawbacks. Notably, it has led to a substantial loss of student social interaction, interrupting group learning, in-person interactions, and connections with peers and educators (Kedraka and Kaltsidis, 2020 ; Rameez et al., 2020 ).

In the context of higher education institutions in Bangladesh, Khan and Abdou ( 2021 ) propose adopting the flipped classroom method to sustain teaching and learning during the COVID-19 epidemic, an approach echoed in Alam’s ( 2021 ) comparison of pre-and post-pandemic students. Alam’s findings reveal better academic performance among post-pandemic students. Conversely, Biswas et al. ( 2020 ) report a positive attitude toward mobile learning among most students in Bangladesh, finding it effective in bridging knowledge gaps created by the pandemic. Emon et al. ( 2020 ) highlight discontinuities in learning opportunities in Bangladesh, emphasizing the need for technical solutions to maintain effective education systems during the pandemic. Ahmed’s ( 2020 ) study on tertiary students unveils a lack of technology and connectivity, leading to delays in coursework, exams, results, and class promotions. These disruptions have exacerbated student anxiety, frustration, and disappointment. Burgess and Sievertsen ( 2020 ) note students’ concerns about falling behind academically, missing job opportunities, facing post-graduation employment challenges, and enduring emotional pressure.

Rajhans et al. ( 2020 ) observe that the pandemic has driven significant advancements in academies worldwide, particularly in adopting online learning. A similar impact is seen in India’s optometry academic activities, where quick adoption of online learning supports both students and practising optometrists (Stanistreet et al., 2020 ). Consequently, educational events like commencement ceremonies, seminars, and sports have been postponed or canceled (Liguori and Winkler, 2020 ; Sahu, 2020 ; Shrestha et al., 2022 ), necessitating remote work for academic support staff (Abidah et al., 2020 ).

In higher education, teachers play a pivotal role in implementing online learning. The sudden shift to online education due to the pandemic has left some instructors grappling with limited IT skills and a challenge in maintaining the same level of engagement as in face-to-face settings (Meo et al., 2020 ; Wu et al., 2020 ). Furthermore, the transition has led to concerns about effective scheduling, course organization, platform selection, and measuring online education’s impact (Wu et al., 2020 ; Toquero, 2020 ). Zawacki-Richter ( 2021 ) predicts digital advancements in German higher education, driven by the crisis, faculty dedication, and higher expectations.

COVID-19’s influence on education extends to students’ mental well-being. Some students’ inadequate home networks have hindered access to online materials, exacerbating their distress (Akour et al., 2020 ). Mental health challenges stem from various sources, including parental pressures, financial strains, and family losses (Bäuerle et al., 2020 ). Long-term quarantine intensifies psychological and learning challenges, impacting students’ overall performance and study time (Farris et al., 2021 ; Meo et al., 2020 ). Blake et al. ( 2021 ) advocate for colleges to address students’ isolation needs and prepare for long-term effects on student welfare.

With its large population, Bangladesh grapples with challenges in effective technology adoption, especially with online education becoming an alternative system during the pandemic. The overcrowding issue has been exacerbated by the need for distance learning, causing skill transfer difficulties and delays. Given these circumstances, this study delves into how COVID-19 affects online education and Bangladeshi university students’ academic endeavors, offering insights from the students’ perspective. Unlike prior studies focusing on challenges, this research also uncovers opportunities triggered by the pandemic. Such a nuanced view of the impacts of COVID-19 on education will help formulate effective policies and programs to elevate online learning quality in Bangladesh’s higher education.

Methodology

Research design.

This study employs a descriptive research approach, which aims to portray a situation, an individual, or an event and illustrate phenomena’ connections and natural occurrences (Blumberg et al., 2005 ). A qualitative approach was adopted to analyze specific circumstances thoroughly. Grounded theory, developed by Glaser and Strauss in 1967, served as the overarching framework for this research (Denscombe, 2007 ). Grounded theory follows an inductive research approach that refrains from starting with preconceived assumptions and instead generates new questions as insights emerge. This methodology rests upon participants’ perspectives, experiences, and realities (Bytheway, 2018 ).

For this study, in-depth interviews were employed to assess how the recent pandemic impacted students’ academic engagement and the factors related to COVID-19 that influenced their academic activities. This examination sought to understand the pandemic’s implications on students, the facets of these consequences, and which students might be more susceptible to these effects concerning academic performance and engagement. Conducted over the phone, the in-depth interviews featured a relatively small of participants, leading to the choice of a descriptive study design. This design, however, is unable to establish causal relationships, which could be explored and compared using quantitative methodologies. Moreover, the potential influence of the interviewer’s presence during phone interviews was considered.

Study locations, population, and sample

This study delves into the academic challenges encountered by students during the COVID-19 lockdown. Shahjalal University of Science and Technology (SUST), a public university in Bangladesh’s Sylhet district, was purposefully selected for the study due to its high student enrollment. The participants consist of students from diverse disciplines of SUST. Employing purposive sampling, a non-probability sample technique, the research collected qualitative data through volunteers recruited via social media advertisements within a university group on Facebook. Participants were informed of the study’s objectives, and the data collection spanned from September 20 to October 3, 2021, supplemented by additional interviews from December 24 to December 27, 2021, to ensure data saturation. Information from 30 university students was gathered, covering a range of faculties. Table 1 provides an overview of participant’s age, gender, and educational level: 56.7% of participants identified as female, and 43.3% as male. In terms of educational distribution, 87% were enrolled in Bachelor’s degree programs, while 13% were pursuing Master’s degrees. The participants’ ages from 18 to 25 years, with a mean of 21.37 and a standard deviation of 1.99.

Data collection and data analysis

The research team, comprising a graduate student (B.S.) with qualitative research training, a sociology professor (S.M.A.H., PhD) with extensive qualitative and quantitative experience, and a sociology postdoctoral fellow (K.J.A., PhD), handled data collection and analysis. In-depth interviews, facilitated by a semi-structured interview instrument, were employed to gather for this qualitative study. This approach allowed participants to provide substantial insights by responding to open-ended questions on the research topic. The interviews explored the impact of COVID-19 on students’ academic activities, their online learning experiences, and the effects of the pandemic on educational pursuits. Ethical guidelines concerning confidentiality, informed consent, the use of data only for the present study, and non-disclosure were followed throughout the data collection, and the participation was voluntary, and they could withdraw their participation at any time during the research process. Participants were informed about the research through a participation information sheet prior to their involvement, and their consent was obtained in written form through email correspondence. Interviews were carried out in Bengali by the first author (B.S.) phone calls and were recorded. Subsequently, the recorded interviews were promptly transcribed into English using a word processing program.

The collected data underwent thorough analysis involving coding in Microsoft Excel, interpretation, and validation through discussions among the research team. Themes and subthemes emerged during the coding process, guiding the categorization and organization of data. Saturation was achieved after the 30th interview, indicating data sufficiency. The research team, without prior relationship with participants, ensured the reliability and credibility of the analysis through verbatim transcripts, individual and group analysis, and written notes.

The research identified eight themes (see Fig. 1 ) that characterized two main factors: the negative impact on student academic activities (see Fig. 2 ) and the positive impact on academic activities (see Fig. 3 ). The negative impact encompassed themes such as learning disruption, loss of social interaction, physical and mental health issues, financial struggles, and parental involvement. The positive impact included themes such as digital learning, adaptability, and engagement in online/offline activities. In-depth analyses were conducted for each theme, accompanied by citations indicating the participant’s identification number and gender.

Note: see Figs. 2 and 3 for subthemes of academic activities.

Negative impacts on student’s academic activities.

Positive impact on student’s academic activities.

Negative impact on student’s academic activities

Disruption in learning.

In the early months of 2020, the global spread of COVID-19 prompted the government of Bangladesh to close all educational institutions due to suspicious incidents. Participants unanimously expressed their initial surprise and frustration at the abrupt closure but soon recognized its necessity in the face of the pandemic. Libraries, seminars, and dormitories were immediately shut down. This posed a challenge for students residing on campus, who had quickly departed and lacked access to necessary resources. Academic and administrative activities across these institutions came to a halt. Alongside the strain of crowded classrooms, students voiced discontent, uncertainty, and anxiety about their studies, assessments, and outcomes.

Several participants shared their experiences:

“I used to follow the teachers’ instructions, attend lectures, and complete projects. But now that classes are suspended, my studying has come to a halt. I worry this pause might be prolonged.” (M 7 , M 14 , F 17 )

These students identified various obstacles to effective learning. They found the absence of a structured routine for attending classes and lectures at home demotivating. Although they kept busy with other activities, they noted a decline in their enthusiasm for education. They struggled to retain and apply the knowledge gained from classes, attributing it to the sudden disruption. Limited access to educational materials and books, often left behind in campus dormitories, also hindered their learning progress. Reading from the library, they mentioned, was a costly alternative. As a result, the inability to access essential resources posed a challenge. Furthermore, students found it difficult to concentrate on their studies due to unsuitable home environments, impacting their academic performance.

A participant shared:

“I need a quiet study environment, which I can’t find at home. I used to study at departmental seminars or the library. Even though I’ve been home, I still struggle to concentrate.” (M 1 )

Another student added:

“The university closed shortly after I enrolled. As a result, I missed out on getting to know my peers, professors, and seniors. I couldn’t enjoy the university’s cultural activities and events.” (F 30 )

Several participants said,

“The vast majority of their courses are laboratory-based. Taking these classes online during COVID-19 made them difficult to understand, and even the teachers struggled to understand them.” (M 4, M 19, F 29, F 30 )

Loss of social interaction

Students strongly desired to return to their educational environment and reconnect with peers and professors. Collaborative problem-solving and discussions with batchmates were a common practice, and the absence of in-person interactions disrupted this dynamic. They found comfort in studying together on campus, rather than in isolation at home. The prolonged separation from friends and classmates resulted in a breakdown of peer learning processes. While attempts were made to stay connected through digital means, participants found these interactions lacking in the vibrancy of face-to-face communication. Recalling earlier interactions for study or leisure became challenging, eroding the motivation to learn.

One participant noted:

“Group study is no longer possible due to the pandemic, and my interest in studying has waned. This could pose communication challenges even after the pandemic subsides.” (M 19 )

Others explained:

“I can’t interact with my friends or have the same enjoyment as before due to extended periods at home. This saddens me. It’s made studying with them much harder. I anticipate a communication gap post-pandemic, as we might forget how to engage openly.” (F 12 )

Another student expressed:

“I was admitted to the university, but it closed just a month later. This meant that I didn’t have the chance to get to know my fellow students, teachers, or seniors. I also missed out on the university’s cultural activities, concerts, and festivals.” (F 29 )

Physical health challenges

The participants pointed out that COVID-19 had wide-ranging effects on their daily routines. They noted shifts in sleep patterns, eating habits, and physical activity levels, leading to daytime fatigue, disrupted sleep, reduced appetite, and sedentary behavior, resulting in weight gain. These physical symptoms contributed to a sense of exhaustion, weakness, and overall discomfort. Many participants linked these physical challenges to their waning interest in studying at home, creating a disconnect from their academic pursuits.

One participant shared:

“I have gained weight due to excessive eating and spending all day at home. My body feels heavy, my mind feels foggy, and I experience a mix of happiness and lethargy. Is this is an environment conducive to studying?” (M 4 )

Another student explained:

“I have polycystic ovarian syndrome (PCOS), which requires a balanced lifestyle. I exercised and ate well on campus, keeping my physical condition in check. But with the shift to remote learning, my routine changed, worsening my physical health. This has affected my concentration on studies, adding to my frustration.” (F 9 )

Mental health challenges

Stress emerged as a prevailing mental health concern among participants. They exhibited heightened anxiety, not only due to the pandemic itself but also concerning their educational commitments. In addition to fears of contracting COVID-19, participants expressed concern about maintaining organization, motivation, and adapting to new learning methods. Worries extended to upcoming courses, exams, result publication, and starting a new academic year. The post-epidemic landscape was also concerned with the potential pressure to expedite course completion. These uncertainties overshadowed the primary goals of their educational journey.

A number of participants found themselves increasingly frustrated when contemplating their future professional aspirations. Their anxiety and anger stemmed from the inability to finish their final year of university as planned. The pandemic further amplified their concerns about securing employment and setting a stable foundation for themselves. They argued that an extended academic year could impede their career opportunities and create challenges in securing a post-graduation job. Moreover, there was a prevailing fear that their relatively advanced age might hinder their employability in Bangladesh.

Several participants elaborated:

“Most government and private sector jobs in Bangladesh have age restrictions. Exam topics often diverge from the academic curriculum. The prolonged academic year due to COVID-19 makes me uncertain about my job prospects. Global economic instability adds to my worries. This anxiety affects my ability to focus, leaving me disinterested in everything, including studying .” (M 16 , M 4 , F 10 )

For female participants, the pressure to marry before completing their education emerged as an additional concern, leading to emotional distress and academic setbacks. Some female participants added:

“Given the uncertainty surrounding when the pandemic would conclude and when we would have the opportunity to complete our studies, our families urged us to consider marriage before finishing our education. This predicament weighed heavily on us, causing a sense of melancholy, and subsequently, academic performance suffered as we grappled with the idea of getting married before our graduation.” (F 17 , F 20 , F 21 , F 10 )

Financial crisis and parental involvement

COVID-19’s economic impact was deeply felt among participants, who relied on part-time jobs or tuition to support themselves. The abrupt halt in academic and work activities severely impacted their financial stability. With local and global economies suffering, family incomes dwindled, making it harder for students to afford internet connectivity and online resources.

“My ability to attend online classes suffered due to my family’s limited finances. I feared my grades would suffer and I might fail courses.” (F 28 )

Additionally, the prolonged closure of institutions resulted in difficult conditions for many students. Financial hardships and familial challenges, such as job loss, reduced income, and parental pressure, further exacerbated students’ emotional distress. Having lost a parent before the pandemic, some students found it even harder to make ends meet.

One participant explained:

“I supported my family and myself with tuition before COVID-19. Losing my father earlier made me the sole provider. But with COVID-19, I had to forfeit my tuition and supporting my family became a struggle.” (M 27 )

Positive impact on student academic activities

Adoption of digital learning processes.

Amidst the challenges posed by the pandemic, integrating technology into education stands out as a significant advantage. The global situation intensified the strong connection between technology and education. The closure of institutions led to a swift transformation of on-campus courses into online formats, turning e-learning into a vital method of instruction. This shift extended beyond content delivery to encompass pedagogy and assessment methods changes. The participants adapted to Zoom, Google Meet, and Google Classroom platforms for attending online lectures. They found pre-recorded classes accessible through online media, simplifying note-taking. Asking questions online became convenient, and submitting online assignments posed no significant hurdles. Many students also embraced the opportunity to engage with the free online courses from platforms such as Coursera, edX, and Future Learn, further enhancing their skill sets.

“Recorded lectures are a boon; I can revisit them whenever I want. I don’t need to focus on note-taking during class since I can easily access the lectures later.” (F 3 )

Another participant noted:

“I enrolled in several free online courses during COVID-19, using platforms such as Coursera, edX, and Future Learn. These tasks boosted my productivity and introduced me to the world of freelancing.” (F 6 )

Cultivation of adaptability

The pandemic propelled digital technologies to the forefront of education. The transition to digital learning required both educators and students to enhance their technological literacy. This shift also paved the way for pedagogy and curriculum design innovation, fostering changes in learning methods and assessment techniques. As a result, a large group of students could simultaneously engage in learning. Forced to embrace technology due to the pandemic, participants improved their digital literacy.

Participants commended the Bangladeshi government’s shift from traditional face-to-face learning to online education as a necessity. They recognized the efficacy of online learning in the local context and found inspiration in mastering new technologies. Many educators sought to improve the effectiveness of online courses, making the most of available resources. Participants gained familiarity with technology tools and demonstrated their adaptability and commitment to mastering new skills.

A male participant said:

“An unexpected opportunity arose amidst the pandemic. Virtual learning was the need of the hour. Adapting to this sophisticated technology was initially challenging, but I eventually became comfortable with the new mode.” (M 29 )

Integration of online and offline activities

The pandemic prompted students to diversify their activities. They devoted time to hobbies such as farming, painting, gardening, and crafts. Engaging in extracurricular activities such as cooking, volunteering, attending religious events, and using social media platforms such as Facebook and Instagram became a norm. Some events created uplifting content for social media, using platforms as a potential source of income. Others embarked on online entrepreneurship ventures, reflecting their entrepreneurial spirit. Volunteering became appealing, bridging the gap between virtual and physical engagement.

Two participants shared:

“I wasn’t part of any groups during my student years. However, I joined several volunteer groups during COVID-19. These efforts included both offline initiatives such as distribution of food and masks, online initiatives.” (F 15 , M 18 )

Another participant shared:

“I had time for myself after extensive studying. I explored various creative pursuits, cooked using YouTube recipes, and found joy in them. I am considering a career in cooking.” (F 11 )

Another participant expressed:

“Amidst this time apart, many companies and organizations offer unpaid internships. I have participated in such an internship, attended seminars, conferences, workshops, and events. This period has enriched both my soft and hard skills, and I have participated in various physical and online events.” (M 22 )

The primary objective of this study was to assess the impact of COVID-19 on the academic activities of university students. The study aimed to understand students’ satisfaction with online education during the pandemic, their responses to this learning mode, and their engagement in non-academic activities. The pandemic has significantly disrupted not only regular teaching and learning at our university but also the lives of our students. Amid this outbreak, several students found solace in spending quality time with their families and tackling long-postponed household chores. It is crucial to acknowledge that a diverse range of circumstances, personalities, and coping mechanisms exist within human communities like ours. Despite these variations, the resilience exhibited by the individuals in this study stands out remarkably.

In recent research, educational institutions, particularly public universities, adopted digital online learning and assessment platforms to respond to the pandemic (Blake et al., 2021 ; Wu et al., 2020 ). Consequently, participants in our study discussed their experiences with digital platforms during COVID-19, highlighting both positive and negative impact on academic activities (see Figs. 1 – 3 ).

Our findings demonstrate that online learning offers benefits by enhancing educational flexibility through the accessibility and user-friendliness of digital platforms. These findings align with those of Kedraka and Kaltsidis ( 2020 ), who identified convenience and accessibility as primary advantages of remote learning. Moreover, Burgess and Sievertsen ( 2020 ) emphasized the potential of distance learning and technology-enabled indirect instruction, while Basilaia and Kvavadze ( 2020 ) underscored technology’s role in driving educational adaptation during a pandemic.

According to our study, the pandemic led to students’ significant loss of social connections. Collaborative group study plays a pivotal role in conceptual understanding and academic progress. However, due to the outbreak, students’ routine group study sessions in libraries or on campus, face-to-face interactions, and conversations with peers and educators suffered setbacks. These disruptions might potentially impact their motivation for sustained high-level learning. Participants voiced concerns about online learning, including the absence of human interaction, challenges in maintaining audience engagement, and, most notably, the inability to acquire practical skills. These limitations have been observed previously, indicating that these teaching and learning methods are hindered by constraints in conducting laboratory work, providing hands-on experience, and delivering comprehensive feedback to students, leading to reduced attention spans (Zawacki-Richter, 2021 ).

Likewise, Naciri et al. ( 2020 ) highlighted educators’ difficulties in sustaining student engagement, multitasking during virtual sessions, subpar audio and video quality, and connectivity issues. In our study, students reported that the quality of their internet connection directly influenced their online learning experience. They also expressed frustration at the extended screen time and feelings of fatigue. To address these concerns, experts recommended utilizing tools such as live chat, pop quizzes, virtual whiteboards, polls, and reflections to structure shorter, more interactive sessions.

Consistent with prior research, our recent poll findings suggested that participants were more surprised than disappointed by the swift decision to close educational institutions nationwide. Moreover, the study revealed that the prolonged closure of universities and confinement to homes led to substantial disruptions in students’ learning, aligning with findings from various studies that highlight disturbances in daily routines and studies (Meo et al., 2020 ), limited access to educational resources due to closed libraries, difficulties in learning at home, disruptions in the household environment, and challenges in retaining studied material (Bäuerle et al., 2020 ). All participants expressed some degree of apprehension. Staying at home exacerbated both physical and mental health issues. Study habits suffered, and interest in learning waned. Physical health concerns excessive daytime sleepiness, disrupted nocturnal sleep patterns, decreased appetite, sedentary behavior, weight gain or obesity, as well as feelings of fatigue, dizziness, and listlessness. Toquero ( 2020 ) noted similar issues, outlining the impact of COVID-19 on children’s mental health and educational performance. Delays in examinations, results, and promotions to the next academic level intensified student stress, echoing findings by Sahu ( 2020 ).

As an unintended outcome of the pandemic, online alternatives to traditional higher education have gained prominence, particularly in Bangladesh. However, these methods are not without their limitations. The study identified persistent challenges in Bangladesh’s online education system, including a lack of electronic devices such as laptops, smartphones, computers, and essential tools for online courses. Additionally, limited or absent internet access, expensive mobile data packages or broadband connections, disruptions during online classes due to slow or unstable internet speeds, and frequent power outages in both urban and rural areas hamper the efficacy of online learning. These findings echo prior research (Aldowah et al., 2019 ; Liguori and Winkler, 2020 ).

Amidst the challenges, the study also unveiled positive outcomes in academic pursuits. Students reported spending more time engaging with television, movies, YouTube videos, computer and mobile device gaming, and social networking platforms like Facebook and Instagram compared to pre-pandemic times. Some students even took a break from their studies due to university closures. They capitalized on online platforms such as Coursera, edX, and FutureLearn during their downtime at home, while others embraced hobbies like cooking and drawing. Furthermore, students actively participated in voluntary extracurricular activities, such as freelancing, unpaid internships, remote jobs, virtual conferences, seminars, webinars, workshops, and various competitions. These findings parallel those of Ali ( 2020 ), underscoring students’ varied engagement during the pandemic. In response, students proposed suggestions for enhancing educational operations, including reducing homework loads, minimizing screen time, and improving lecture delivery. Scholars like Ferrel and Ryan ( 2020 ) have recommended reducing cognitive load, enhancing engagement, implementing identity-based access, introducing case-based learning, and employing comprehensive assessments.

In conclusion, this study sheds light on the multifaceted impacts of COVID-19 on university students’ educational experiences. The pandemic prompted an accelerated shift towards digital learning, demonstrating advantages and limitations. Despite the challenges, students exhibited resilience and adaptability. As we navigate these uncharted waters, embracing the positive aspects of technology-enabled education while addressing its challenges will be pivotal for ensuring continued learning excellence.

Bangladesh boasts diverse educational institutions, ranging from colleges and universities to schools and beyond. The widespread repercussions of the COVID-19 pandemic have jolted the global academic community. This study delves into how COVID-19 has influenced students’ academic performance, encompassing emotional well-being, physical health, financial circumstances, and social relationships. However, certain aspects of the curriculum, particularly science and technology-focused areas involving online lab assessments and practical courses, present challenges. Despite its adverse effects on academic activities, COVID-19 has ushered in positive outcomes for several students, revealing successful interactions with virtual education and contentment with online learning methods.

This study paves the way for further research to refine the online learning environment in Bangladeshi public universities. The findings indicate that the current strategies employed for online university teaching may lack the motivational impetus required to elevate students’ comprehension levels and actively involve them in the learning process. Consequently, there is room for conducting additional studies to enhance the online learning experience, benefiting both educators and students alike. Higher education institutions need to exert concerted efforts to establish sustainable solutions for Bangladesh’s educational challenges in the post-COVID era. A hybrid learning approach, blending online and offline components, emerges as a potentially effective strategy to navigate future situations akin to COVID-19. A collaborative effort involving governments, organizations, and educators is imperative to bridge educational gaps within this framework. Governments could play a pivotal role by providing ICT training to instructors and students, fostering a more technologically adept academic community.

This research furnishes policymakers with insights to devise strategies that mitigate the detrimental impacts of crises such as pandemics on the educational system. Notwithstanding its limitations, including a confined sample size and the sole focus on a single university within a specific country, the study contributes valuable data. This research serves as a foundation, particularly in a science and technology-focused institution where the transition to online formats is intricate due to the nature of practical courses and lab work. This information could prove invaluable to Bangladesh’s Ministry of Education as it formulates policies to counteract the adverse effects of crises on the educational realm.

Furthermore, this study serves as a springboard for subsequent investigations into the far-reaching implications of COVID-19 on academic engagement. Expanding the scope, larger-scale studies could be conducted in various locations to enrich the data pool. Additionally, considering the perspectives of professors and other stakeholders within higher education is an avenue for future exploration. Employing quantitative research methodologies with substantial sample sizes can ensure the broader applicability of the results. This study offers a multifaceted view of how COVID-19 has permeated students’ academic pursuits, opening doors for comprehensive research and proactive policy-making in education.

Data availability

The data collected from the participants in the study cannot be shared, since participants were explicitly informed during the qualitative data collection process that their information would remain confidential and not be disclosed. Participants provided consent solely for the collection of relevant data for the study.

Abidah A, Hidaayatullaah HN, Simamora RM et al. (2020) The impact of COVID-19 to Indonesian education and its relation to the philosophy of “Merdeka Belajar”. Stud Philos Sci Educ 1(1):38–49. http://scie-journal.com/index.php/SiPoSE

Article   Google Scholar  

Ahmed M (2020) Tertiary education during COVID-19 and beyond. The Daily Star. https://www.thedailystar.net/opinion/news/tertiary-education-during-covid-19-and-beyond-1897321

Akour A, Al-Tammemi AB, Barakat M et al. (2020) The impact of the COVID-19 pandemic and emergency distance teaching on the psychological status of university teachers: a cross-sectional study in Jordan. Am J Trop Med Hygiene 103(6):2391–2399. https://doi.org/10.4269/ajtmh.20-0877

Article   CAS   Google Scholar  

Alam GM (2021) Does online technology provide sustainable HE or aggravate diploma disease? Evidence from Bangladesh—a comparison of conditions before and during COVID-19. Technol Soc 66:101677. https://doi.org/10.1016/j.techsoc.2021.101677

Aldowah H, Al-Samarraie H, Ghazal S (2019) How course, contextual, and technological challenges are associated with instructors’ challenges to successfully implement e-learning: a developing country perspective. IEEE Access 7:48792–48806. https://doi.org/10.1109/ACCESS.2019.2910148

Al-Tammemi AB, Akour A, Alfalah L (2020) Is it just about physical health? An internet-based cross-sectional study exploring the psychological impacts of COVID-19 pandemic on university students in Jordan amid COVID-19 pandemic. medRxiv. https://doi.org/10.3389/fpsyg.2020.562213

Ali W (2020) Online and remote learning in higher education institutes: a necessity in light of COVID-19 pandemic. Higher Educ Stud 10(3):16–25

Basilaia G, Kvavadze D (2020) Transition to online education in schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia. Pedagog Res 5(4):em0060. https://doi.org/10.29333/pr/7937

Bäuerle A, Skoda EM, Dörrie N et al. (2020) Correspondence psychological support in times of COVID-19: the essen community-based cope concept. J Public Health 42(3):649–650. https://doi.org/10.1093/pubmed/fdaa053

Biswas B, Roy SK, Roy F (2020) Students perception of mobile learning during COVID-19 in Bangladesh: University student perspective. Aquademia 4(2):ep20023. https://doi.org/10.29333/aquademia/8443

Blake H, Knight H, Jia R et al. (2021) Students’ views towards SARS-Nov-2 mass asymptomatic testing, social distancing, and self-isolation in a university setting during the COVID-19 pandemic: a qualitative study. Int J Environ Res Public Health 18(8):4182. https://www.mdpi.com/1660-4601/18/8/4182

Blumberg B, Cooper DR, Schindler PS (2005) Business research methods. McGraw-Hill, Maidenhead

Google Scholar  

Burgess S, Sievertsen HH (2020) Schools, skills, and learning: the impact of COVID-19 on education. https://voxeu.org/article/impact-covid-19-education

Bytheway J (2018) Using grounded theory to explore learners’ perspectives of workplace learning. Int J Work Integrated Learn 19(3):249–259

Cao W, Fang Z, Hou G et al. (2020) The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Res 287:112934. https://doi.org/10.1016/j.psychres.2020.112934

Article   CAS   PubMed   PubMed Central   Google Scholar  

Charles NE, Strong SJ, Burns LC et al. (2020) Increased mood disorder symptoms, perceived stress, and alcohol use among college students during the COVID-19 pandemic. Psychiatry Res 296:113706, https://psyarxiv.com/rge9k10.31234/osf.io/rge9k

Denscombe M (2007) The good research guide for small-scale social research projects, 3rd ed. Open University Press, Maidenhead, UK

Emon EKH, Alif AR, Islam MS (2020) Impact of COVID-19 on the institutional education system and its associated students in Bangladesh. Asian J Educ Soc Stud 11(2):34–46. https://doi.org/10.9734/ajess/2020/v11i230288

Farris SR, Grazzi L, Holley M (2021) Online mindfulness may target psychological distress and mental health during COVID-19. Glob Adv Health Med. https://doi.org/10.1177/21649561211002461

Ferrel MN, Ryan JJ (2020) The impact of COVID-19 on medical education. Cureus 12(3):e7492. https://doi.org/10.7759/cureus.7492

Article   PubMed   PubMed Central   Google Scholar  

Institute of Epidemiology, Disease Control and Research (IEDCR) (2020) COVID-19 vital statistics. IEDCR, Dhaka. https://iedcr.gov.bd

Jacob ON, Abigeal I, Lydia AE (2020) Impact of COVID-19 on the higher institutions development in Nigeria. Electron Res J Soc Sci Humanit 2:126–135. http://www.eresearchjournal.com/wp-content/uploads/2020/04/0.-Impact-of-COVID.pdf

Kedraka K, Kaltsidis C (2020) Effects of the COVID-19 pandemic on university pedagogy: students’ experiences and consideration. Eur J Educ Stud 7(8):3176. https://doi.org/10.46827/ejes.v7i8.3176

Khan MSH, Abdou BO (2021) Flipped classroom: how higher education institutions (HEIs) of Bangladesh could move forward during COVID-19 pandemic. Soc Sci Humanit Open 4(1):100187. https://doi.org/10.1016/j.ssaho.2021.100187

Liguori E, Winkler C (2020) From offline to online: challenges and opportunities for entrepreneurship education following the COVID-19 pandemic. Entrep Educ Pedagogy 3(4):346–351. https://doi.org/10.1177/2515127420916738

Meo SA, Abukhalaf AA, Alomar AA et al. (2020) COVID-19 pandemic: impact of quarantine on medical students’ mental wellbeing and learning behaviors. Pakistan J Med Sci 36(COVID19-S4):S43–S48. https://doi.org/10.12669/pjms.36.COVID19-S4.2809

Naciri A, Baba MA, Achbani A et al. (2020) Mobile learning in higher education: unavoidable alternative during COVID-19. Academia 4(1):ep20016. https://doi.org/10.29333/aquademia/8227

Neuwirth LS, Jović S, Mukherji BR (2021) Reimagining higher education during and post-COVID-19: challenges and opportunities. J Adult Continuing Educ 27(2):141–156. https://doi.org/10.1177/1477971420947738

Owusu-Fordjour C, Koomson CK, Hanson D (2020) The impact of COVID-19 on the learning-the perspective of the Ghanaian student. Eur J Educ Stud. https://doi.org/10.5281/zenodo.3753586

Rajhans V, Memon U, Patil V et al. (2020) Impact of COVID-19 on academic activities and way forward in Indian Optometry. J Optom 13(4):216–226. https://www.sciencedirect.com/science/article/pii/S1888429620300558

Rameez A, Fowsar MAM, Lumna N (2020) Impact of COVID-19 on higher education sectors in Sri Lanka: a study based on the South Eastern University of Sri Lanka. J Educ Soc Res 10(6):341–349. http://192.248.66.13/bitstream/123456789/5076/1/12279-Article%20Text-44384-1-10-20201118.pdf

Sahu P (2020) Closure of universities due to Coronavirus Disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus 12(4):e7541. https://doi.org/10.7759/cureus.7541

Shrestha S, Haque S, Dawadi S et al. (2022) Preparations for and practices of online education during the COVID-19 pandemic: a study of Bangladesh and Nepal. Educ Inf Technol 27(1):243–265. https://doi.org/10.1007/s10639-021-10659-0

Stanistreet P, Elfert M, Atchoarena D (2020) Education in the age of COVID-19: understanding the consequences. Int Rev Educ 66(5–6):627–633. https://doi.org/10.1007/s11159-020-09880-9

Article   PubMed   Google Scholar  

Toquero CM (2020) Challenges and opportunities for higher education amid the COVID-19 pandemic: yhe Philippine context. Pedagog Res 5(4):em0063. https://doi.org/10.29333/pr/7947

UNESCO (2020a) Adverse consequences of school closures. https://en.unesco.org/covid19/educationresponse/consequences

UNESCO (2020b) Education: from disruption to recovery. https://en.unesco.org/covid19/educationresponse

World Health Organization (WHO) (2020) Novel Coronavirus (2019-nCoV) situation report-1. https://www.who.int/docs/default-source/coronavirus/situationreports/20200121-sitrep-1-2019-ncov.pdf?sfvrsn=20a99c10_4

Wu Y, Xu X, Chen Z et al. (2020) Nervous system involvement after infection with COVID-19 and other coronaviruses. Brain Behav Immun 87:18–22. https://doi.org/10.3201/eid1603.091216

Zawacki-Richter O (2021) The current state and impact of COVID-19 on digital higher education in Germany. Hum Behav Emerg Technol 3(1):218–226. https://doi.org/10.1002/hbe2.238

Download references

Author information

Authors and affiliations.

Department of Sociology, Shahjalal University of Science and Technology, Sylhet, 3114, Bangladesh

Bijoya Saha & Shah Md Atiqul Haq

The Institute for the Study of International Migration (ISIM), Walsh School of Foreign Service, Georgetown University, 3700 O Street NW, Washington, DC, 20057, USA

Khandaker Jafor Ahmed

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Shah Md Atiqul Haq .

Ethics declarations

Ethical approval.

At the time the study was undertaken, there was no official ethics committee. Since it is crucial that ethical reviews occur before the start of every research, retrospective approval for completed studies like this study is not practicable. To ensure the safety of participants and the validity of the study, the research, nevertheless, complies with accepted ethical standards. Potential conflicts of interest were handled openly, and data management protocols respected anonymity.

Informed consent

Before engaging in the study, participants were informed about the objectives of the study by the interviewer. Furthermore, they were assured that any data they contributed would remain confidential and exclusively used only for the study. Transparency was emphasized in conveying that the study’s results and findings would be disseminated in a published format. As a critical component of ethical research practice, participants were requested to give their informed consent prior to their active involvement in the study.

Competing interests

The author declares no competing interests.

Additional information

Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

Saha, B., Atiqul Haq, S.M. & Ahmed, K.J. How does the COVID-19 pandemic influence students’ academic activities? An explorative study in a public university in Bangladesh. Humanit Soc Sci Commun 10 , 602 (2023). https://doi.org/10.1057/s41599-023-02094-y

Download citation

Received : 20 October 2022

Accepted : 06 September 2023

Published : 22 September 2023

DOI : https://doi.org/10.1057/s41599-023-02094-y

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Got any suggestions?

We want to hear from you! Send us a message and help improve Slidesgo

Top searches

Trending searches

solar eclipse

25 templates

12 templates

north korea

7 templates

21 templates

48 templates

COVID-19 Infographics

Premium google slides theme and powerpoint template.

COVID-19 has been around for a year now, so it's likely that people would need to provide some statistics about its evolution. For that, you'll need charts, infographics... and that's what you'll find in this template! The slides feature backgrounds with gradients and many layouts contain editable graphs. You can try integrating these designs into our COVID-19 presentation template, as both have been devised to work well together. This is the vaccine against boring slideshows!

Features of these infographics

• 100% editable and easy to modify
• 31 different infographics to boost your presentations
• Include icons and Flaticon’s extension for further customization
• Designed to be used in Google Slides, Microsoft PowerPoint and Keynote
• 16:9 widescreen format suitable for all types of screens
• Include information about how to edit and customize your infographics
• Supplemental infographics for the template COVID-19

How can I use the infographics?

What are the benefits of having a Premium account?

What Premium plans do you have?

What can I do to have unlimited downloads?

Combines with:

This template can be combined with this other one to create the perfect presentation:

Don’t want to attribute Slidesgo?

Gain access to over 22300 templates & presentations with premium from 1.67€/month.

Are you already Premium? Log in

Related posts on our blog

How to Add, Duplicate, Move, Delete or Hide Slides in Google Slides

How to Change Layouts in PowerPoint

How to Change the Slide Size in Google Slides

Related presentations.

Premium template

Unlock this template and gain unlimited access