The COVID-19 pandemic poses financial challenges for students worldwide, especially for those in higher education where free and universal access is not guaranteed. Students in developed economies, a long-neglected group for pandemic studies, are not exceptions. The motivation of this study is to examine subjective financial well-being of…

Purpose: This study explored the relationship between perceived peer support, mental health and the well-being of students enrolled in work-integrated learning (WIL) at a Canadian institute of higher education, who were completing remote work experiences. Design/methodology/approach: An online survey and virtual semi-structured interviews were…

In 2020, the federal government implemented the Canada Emergency Response Benefit (CERB) and the Canada Emergency Student Benefit (CESB) to provide financial support to employees, self-employed individuals and students directly affected by COVID-19. The CERB was available for individuals who stopped working or were working reduced hours because of…

The sudden move from traditional face-to-face teaching and learning to unfamiliar virtual spaces during the early weeks and months of the COVID-19 pandemic demanded many members of educational communities around the world to be flexible and teach and learn outside of their comfort zones. The abruptness of this transition contributed to…

The shift from face-to-face (F2F) to emergency remote teaching (ERT) in response to COVID-19 has presented concerns for assessment in student learning. This study presents the comparison of a health science curriculum in F2F and ERT settings regarding assessments (count, type, authenticity) using our Authentic Assessment Tool and institutionally…

The ongoing COVID-19 pandemic brings both challenges and opportunities to crisis communication education. This article reports on student perceptions of an upper-level undergraduate course on risk and crisis communication that was taught in the fall 2020 semester. The course syllabus was redesigned to assist students in better understanding…

Psychological and social adjustment and academic success in post-secondary institutions are supported by a sense of belonging to a social group and having meaningful relationships with other students, staff, and faculty members. This exploratory study used a qualitative approach to investigate post-secondary students' sense of belonging in the…

During COVID-19, sudden field placement cancellations impelled schools of social work to find immediate means to support students in the completion of practicums remotely, whilst accreditation standards had yet to be re-articulated and permitted adaptations were unclear. Early "panic-gogy" moved to strategic development of new field…

Studies have demonstrated the presence of anxiety among undergraduate students. Some causal factors are academic, but many are non-academic. The pandemic changed the way education is delivered, requiring remote learning for all. This situation disrupted students' academic routines and presented significant learning challenges, causing anxiety. The…

Student engagement promotes communication and knowledge acquisition, a concept that is challenged in the online environment as few opportunities exist to physically connect instructors and learners. Limited research suggests that social media is a tool that can positively impact student engagement in the online classroom, which is especially…

When COVID-19 struck, higher education scrambled. Teaching and learning swerved abruptly to emergency remote instruction. For many students, the rapid refashioning of courses of instruction meant suddenly confronting new, radically different learning scenarios. We know relatively little about what enabled or constrained students' confidence in…

In response to the COVID pandemic, university classes across the world were forced online. The literature on online learning has traditionally focused on students who choose online learning. In light of recent shifts in education, online learning continues to increase its prevalence in the education of all students, including those who would not…

Most of what researchers know about the challenges students with learning disabilities (LDs) experience during postsecondary education is based on experiences during face-to-face learning on campus. Less is known about challenges students with LD face during learning online--the mode of instruction students had to navigate during the COVID-19…

The COVID-19 pandemic has brought the rapid transition to online quantitative education, leading to unique challenges and opportunities in assessments for both students and instructors. Focusing on undergraduate students and teaching staff at a Canadian university, this study investigates and compares their experiences and perspectives regarding…

Engagement involves students' investment in learning activities, as well as interrelated affective (emotive responses), behavioral (active responses), and cognitive (mental effort) components. This study assessed undergraduate student and instructor perceptions of the interrelated components of engagement during and after the rapid online…