10 Findings Students Got from COVID Pandemic

The COVID-19 pandemic changed the majority of the ways we used to live and work. Everything has been disrupted, from education to work, from traveling to connecting with friends and family. Technology, however, has played a major role in helping us adjust to the changes.

While many of us are still adjusting to the new normal, these are a few findings or lessons that students have learned from the pandemic.

1. Quickly Adapt To New Situations

Students had to adjust to the circumstances rapidly. While students were grateful that they could continue their classes while being safe at home, even though it wasn’t the most obvious routine at first. Even with distance learning, it was good for students to graduate on time.

2. Finding Motivation In The Not-So-Obvious Things

One of the major challenges for students has been staying motivated during this time. Staying motivated is a great challenge when students are away from their peers and school routine. It’s easy to lose motivation and find new sources of inspiration during difficult circumstances; therefore, students had to learn how to stay motivated and find new sources of motivation in order to remain happy and healthy.

3. Connection Is Important

It makes you love everyone around you and those who care about you more now than ever. Because it’s an uncertain moment, you never know when you’ll get to see someone again, and it makes you cherish people when they’re with you. The travel limitations only prevent you from physically seeing your loved ones, not from seeing them digitally.

4. Protect Earth At all Costs

Although COVID-19 may have assisted us in reducing our consumption, pollution, and travel, that does not mean we are free to return to our old habits after this is all done. There is no such thing as “returning to normal,” but there is such a thing as “building a new normal” as students are trained not only to become industry leaders but also to set an example for all future leaders. Therefore, sustainability should always be a priority, and students must act accordingly, not simply in the event of a pandemic.

5. Learn To Be Patient

It is becoming increasingly difficult to maintain patience as students await graduation. Internship opportunities are also limited to students, and even travel plans with family and friends have been canceled.

However, this is not the time to rush our scientists and doctors. Every day, scientists worldwide strive tirelessly to find a cure and assist us in building a safer future. To ensure the best outcome for all the hardworking scientists, doctors, and nurses, we have to be patient.

6. Stay Active

Staying active entails not just physical but also mental tasks. Therefore, it is critical to ensure that both mental and physical health is in good working order. Remember to care for yourself and treat yourself, whether it’s through at-home workouts with your pals through Video Chat or daily meditation via an app.

7. Determining Access

It’s all about having access. One of the most critical things teachers and administrators should do is figure out which pupils have access to reliable internet and academic equipment. This knowledge will be crucial as we transition to a blended learning setting or if we return to remote study. Advocacy will be crucial in this area. Determine how your school system handles connecting households to the web and gadgets. Provide an opportunity for families to be familiar with technology tools so that they may best support their children.

8. Volunteering is Beneficial In The Long Run

Most PhD candidates will begin their studies at a new university, which will need them to meet new directors, experts, professors, admin personnel, and other individuals. It’s a lot easier to know who to ask for what if you’ve gotten to know these people.

However, going through the ‘getting to know you’ procedure is more challenging when everything is online. Volunteering to assist with jobs can allow students to meet new people and introduce themselves to others in the class and lab. You will also be able to create a sense of family and belonging through this.

9. Some Approaches Aren’t That Beneficial

For many, what was once a digital gap has become a digital chasm for others. Even before the epidemic, accessibility to technology and the resources and capabilities required to properly use it varied greatly within and within countries. Parental involvement and support, which are essential for remote learning, varies according to education and social class. Losses in household income as a result of the pandemic only have widened the chasm. Marginalized groups and vulnerable populations, such as girls, disabled students, or ethnic minorities, are more likely to be unfairly harmed and are at a higher risk of falling farther behind.

10. Unintentional Barriers And A Few Other Questions

Is technology a roadblock, or can pupils access the curriculum? Have pupils been trained how to use the various web platforms and tools that are required? Are the expectations communicated to the families? How much knowledge has been lost as a result of the process of connecting? Are there any special educational needs or adjustments that must be evaluated and executed for students? How much schoolwork is given, and how long does it take students to finish it? What assignments are now being graded, and why are they being graded? Is there more than one assignment that evaluates the particular skill? These are a few of the issues to consider while looking into barriers and their effect on academic learning. Remember that equitable procedures fluctuate depending on the learner.

A Final Word
The pandemic has changed the ways we live and work. To help everyone keep safe and secure, technology has played a huge role in our lives. Even though we might feel that that’s not the case.
This article has shared a few lessons that students got from the COVID-19 pandemic. As life continues to be more unpredictable, we hope that these lessons help us make education more accessible and effective for students worldwide.

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