University Life Amid COVID-19: Student Attitudes and Challenges
Kyla Velonic, Investigative Journalist
November 2, 2020
The COVID-19 global pandemic has fundamentally restricted university students from collaborative, in-person learning for this academic year. Institutions across Canada such as the University of British Columbia (U.B.C.) and Queen’s University are participating in this fight against COVID-19 by taking the initiative to shut down their campuses and implement online learning formats. In response to this ‘new normal’ of online learning, students from these two institutions are actively voicing their psychological struggles with the removal of in-person academic activities and limited social interaction. To further explore how Queen’s and U.B.C. students are coping with this drastic transition, The Observer’s Investigative Journalism branch brings you a comparison of first-hand perspectives into the social, academic, and psychological challenges of this current academic situation, and offers a variety of recommendations from a professional mediator to manage anxiety and stress during these unprecedented times.
During the first few weeks of the fall term, social distancing measures were generally neglected by Queen’s University students. Large groups flocked to the waterfront, causing anxiety among the Kingston population as fear of contracting the virus spiked. This attitude suggests that students were trying to maintain a feeling of normality amid the virus’ chaos by preserving the social aspect of university life. Consequently, the University’s administrative sector and Kingston community both disapproved; city officials quickly banned any form of entry into the waterfront area. However, large numbers of students still refused to socially-distance, hosting large gatherings on their private properties. These actions prompted the University’s response to threatening suspension or expulsion for those caught failing to comply with social-distancing precautions. Maya, a third-year Commerce student, agreed that Queen’s has the right to impose such restrictions for its students living in residences, but believes these consequences should not apply to students who reside off-campus. She emphasizes that while COVID-19 is a serious issue and affects not only the student body, the University’s jurisdiction should only apply to those living on-campus. Since the University has removed in-person learning activities, it should not dictate students’ social actions, which increases one’s anxiety when already transitioning to online learning.
A Political Science student living in the G.T.A. shared his personal transition to online learning. He equated course registration to a “sh*tshow”, and commented on the Department’s lack of organization at the beginning of the semester. He further expressed his concern with the number of assignments and readings he was expected to complete, mentioning that “the smaller things add up, forcing one to abide by course deadlines rather than managing one’s time [effectively]. It probably is a good thing, but it increases daily stress”. Many other students living off-campus also report struggles with time management and deadlines. Life Sciences student Annie also discussed her specific experience with asynchronous group discussion posts. She appreciates this format but struggles with the time commitment when she would rather focus on more demanding tasks.
Many students reported poorer mental health due to the fusing of social distancing and increased academic work. Maya discussed her struggles with limited social interaction and that “constantly having to stay at home and [remain situated] in the same place day in and day out has affected my ability to focus and be happy”. The Political Science major I spoke with related to Maya’s concerns, agreeing that missing the social aspect of university can hamper one’s learning. He specified that more live lectures than pre-recorded videos would help replicate in-person learning and improve his ability to understand course material.
Students attending U.B.C. reported similar experiences with their transition to online learning. Chloe, an Anthropology student, expressed her desire for social interaction in recreational facilities and participation in extracurriculars or clubs to fulfill her university experience and thrive academically. She noted her understanding of the need for social distancing precautions but felt that she was missing out on events and activities that highlight the ‘U.B.C. experience’. She explained that she has “lost out on many things I normally would have had”, like her sorority’s charity meetings that welcomed collaboration.
Liam, a first-year student, discussed his “crazy experience” of starting university during a pandemic and his initial anxiety with online schooling. Liam stated that the learning curve was challenging, and he expressed his frustration in “paying to learn at a university that [forces me to] stare at my screen for five hours [a day]”. He noted plenty of distractions that negatively affect his motivation to complete assigned work. Another first-year student, Kaitlyn, added to Liam’s comments by expressing her difficulty with learning course material online. She stated that “material is more stressful – I feel like I can never catch-up with lectures or readings”. She also described her anxiety in asking questions during Zoom breakout rooms. Chloe reported a similar increase in assigned work compared to Queen’s, as her academic courses are more demanding. She also noted the struggle of not having study groups or proper educational spaces to study due to libraries and workspaces being closed to students.
To investigate some potential recommendations for alleviating these current student struggles, I sat down with Mrs. Nicola Willis, a professional mediator who specializes in mitigating psychological challenges such as anxiety in the context of family and workplace relationships. Willis claimed that her work field has witnessed a dramatic increase in young adults’ mental health, particularly anxiety, while navigating online university. Willis believes that the extensive use of screens for non-academic purposes is a major contributor to student stress and distraction. However, she noted the importance of making time to “pamper [yourself] with little rewards”. For instance, buying UberEats after an assignment or making a homemade face mask and relaxing in a bubble bath act as a ‘mental reset’ after a day of extensive screen- time. She also encourages students to maintain familiarity in their daily routines to the best of their abilities, such as visiting coffee shops. After listening to and reflecting on young adults' concerns, Willis believes these ‘self-care’ mechanisms will help subdue anxiety and maintain a sense of normality while attending university online. Overall, Willis sympathizes with many students' academic and social struggles and encourages responsible action and personal care. Her general message to students is to "be part of the solution in keeping the numbers down so that you can go back to nightclubs! – it will happen."
After speaking with students from Queen’s University and U.B.C., an evident pattern has emerged: there is a clear struggle in adapting to online learning from social, academic, and psychological perspectives. The absence of in-person relationships to help soften the impact of this significant change has heightened students’ anxiety and stress. Ideally, these academic institutions will actively recognize and listen to their students’ concerns and suggestions, and implement the necessary and appropriate reforms to simplify, enhance, and overall redefine the university experience throughout COVID-19.