ArticleInternational journal of environmental research and public health2022
Impacts of Emergency Remote Teaching on College Students Amid COVID-19 in the UAE.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
What it found
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The trial behind it
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it, 30 citations in OpenAlex.
- Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis.Frontiers in psychology · 2023Pooled it
- Impacts of the COVID-19 pandemic on the health of university teachers and students: a scoping review.Frontiers in psychology · 2025Review
- University students' thriving during remote and in-person instruction in the COVID-19 pandemic: longitudinal evidence from two academic years.Frontiers in psychology · 2025Article
- A review of the environmental implications of the COVID-19 pandemic in the United Arab Emirates.Environmental challenges (Amsterdam, Netherlands) · 2022Review
- Educational, Emotional, and Social Impact of the Emergency State of COVID-19 on Romanian University Students.International journal of environmental research and public health · 2022Article
- High prevalence of anxiety, depression, and stress among remote learning students during the COVID-19 pandemic: Evidence from a meta-analysis.Frontiers in psychology · 2022Review
- Enhancing Dental Education: Impact of Remote Teaching on Dental Students' Academic Performance in Orthodontics-A Pilot Study.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
Abstract
With the aim of appraising the impact of Emergency Remote Teaching (ERT) amidst the COVID-19 pandemic on college students, an online survey was conducted in December 2020 on a total of 588 undergraduate students at the American University of Sharjah in the United Arab Emirates. The purpose of the study was to probe into the perceptions of college students regarding their learning process and its influence on their mental health with the abrupt transition from face-to-face classes to ERT in the Spring 2020 semester. A comprehensive analysis was performed using structural equation modeling and other statistical techniques to reveal crucial results associated with the factors that have an effect on the students' psychological distress, such as quality of courses, academic performance, and readiness for future work or studies. Findings suggest that the students' perceived quality of courses under ERT has a significant impact on their academic performance and readiness for future work or studies. Moreover, they indicate that these factors serve as a vital mediating role in provoking psychological distress among the students. The study also shows that gender, previous history of anxiety/distress, education being at risk due to financial issues caused by COVID-19, and year of study significantly affect the students' distress levels. In order to ensure and prioritize the well-being of college students during these turbulent times, new strategies are urgently needed to develop and enhance resilient ERT environments in higher education. The study concludes with limitations and suggestions for further research.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.