Literature Review on Advising Students in Their Third and Fourth Year

• Journal Listing
• Nature Public Health Emergency Collection
• PMC8243059

Educ Inf Technol (Dordr). 2022; 27(1): 1–21.

Students academic and social concerns during COVID-19 pandemic

Azzah Al-Maskari

^oneUniversity of Technology and Applied Colleges- Ibra, Ibra, Sultanate of oman

Thurayya Al-Riyami

¹University of Technology and Applied Colleges- Ibra, Ibra, Oman

Siraj G. Kunjumuhammed

²Mod Higher of Business and Sciences, Muscat, Oman

Received 2021 Jan 15; Accepted 2021 May 17.

Abstract

Due to the COVID-19 pandemic, College Education Institutions (HEI) replaced regular face-to-face up teaching with online teaching and learning. However, the shift caused several bookish and social concerns for students, such as lack of bookish support, lack of adequate resources to support online teaching, lack of socialization, stress, anxiety, and lack of motivation in attending classes. This research evaluates the impact of HEIs support, faculty back up, and resource bachelor on the academic and social concerns of students in HEIs during the pandemic. eleven,114 students across the HEIs in Sultanate of Sultanate of oman participated in an online national survey. Regression and gene analysis were used to verify the enquiry model developed based on the literature review. Results showed that HEI support and faculty back up significantly affect university students' academic and social concerns. Furthermore, resources availability was plant to affect the academic concerns of students just not their social concerns. This enquiry recommends strategies for HEIs and kinesthesia to promote faculty-student interaction using both synchronous and asynchronous modes to reduce pupil concerns and motivate them to engage in online classes.

Keywords: Bookish concerns; social concerns, COVID-19 pandemic; back up, Resource

Introduction

COVID-19 pandemic influenced all walks of life; the higher education sector is not an exception. Since WHO declared COVID-xix every bit a pandemic in March 2020, lockdown, social distancing, piece of work from home, and online classes became part of life. Distance didactics replaced regular contiguous classes; college education institutions (HEI) rely heavily on a distance learning model to continue offering their programs. HEI invested heavily in IT infrastructure, trained staff and students, and moved their different activities online, including teaching and assessment. The shift, however, caused several concerns for students and staff. A few recent enquiry take explored the challenges encountered past students during the pandemic (e.g., Mailizar et al., 2020; Aristovnik et al., 2020; Al-Salman & Haider, 2021). However, all these studies suggested the need for further studies on students' responses towards online learning and their concerns (Basilaia & Kvavadze, 2020; Mailizar et al., 2020; Basilaia & Kvavadze, 2020).

Distance Education (DE) includes all report methods and all levels of education that exercise not bask directly and continuous supervision by teachers attending with their students in traditional classrooms. Still, the education process is subject area to planning, organization, and directed past an educational establishment and teachers" (Holmberg, 1977, p.9). DL experiments with synchronous or asynchronous environments using dissimilar devices such as mobile phones, tablets, or laptops. Participants interact with their teachers and share their ideas with colleagues remotely. Information technology offers many benefits, for case, flexibility. Also, the course contents are attainable to students someday. DE is not costly as it saves the costs of establishing new classrooms and saves electricity, water, and others (Ferriman, 2013). Notwithstanding, a low level of motivation, feelings of isolation, and loneliness are some of the challenges affecting DE's effectiveness (Hetsevich, 2017).

In the Oman, the Supreme Committee decided to suspend confront-to-face classes and shift to online education on March 15, 2020. Appropriately, HEIs shifted teaching and learning online, modified their cess scheme, and initiated measures to enhance their investments in Information technology. It allowed HEIs to go on their academic programs and maintain the wellness of their stakeholders. However, the shift posed significant challenges as it was not well planned. The challenges include lack of infrastructure and resource, instructor's inexperience in the virtual teaching mode, resources available for students, network connectivity issues. Indeed, the student's bookish concerns and social concerns due to pandemic created a unique situation that was never a subject field matter in the empirical inquiry.

Against this background, this newspaper investigates students' bookish and social concerns in the HEIs in the Sultanate of Sultanate of oman. Specifically, this newspaper examines the part of HEI support, faculty support, and resources on the academic and social concerns of the students.

Literature review

Academic concerns refer to learning difficulties, lack of attention from teachers, and increasing workload that have restricted students' ability to concentrate during online classes. Several authors effectually the globe have researched students' academic concerns caused by COVID-nineteen. For instance, Realyvásquez-Vargas et al. (2020) found that shifting to online learning affected students' bookish functioning and caused a lot of intellectual fatigue due to the increased workload. Besides, the challenge includes a high gamble of students dropping out of their courses (Cohen, 2017). The just way to overcome such a phenomenon is individualized monitoring, which is probably hard to be accomplished by all teachers (UNESCO, 2020). Besides, many students take not benefited from online learning since they have not received proper guidance from their teachers (Ali, 2020; Sullivan et al., 2018) and lose involvement in attending classes online. Likewise, Al-Salman and Haider (2021) stated that the volume of assignments has negatively affected students' academic functioning. In another written report, Aristovnik et al. (2020) analyzed how students perceive the impact of the COVID-xix pandemic with a sample of 30,383 university students from 62 countries; their written report revealed that students complained virtually the intensive workload that affected students' bookish performance.

This paper defines social concerns every bit the outcome of student experiences, feelings of loneliness, fear of a pandemic, worries most health and the health of loved ones, and lack of advice with classmates and relatives. According to the UNESCO report (2020), the shift to a virtual mode of teaching–learning limited social contact and socialization routines, a central part of students' daily experience in HEIs. The report indicated that 75% of students in HEIs worldwide had experienced anxiety and unease due to the study suspension. In the same vein, Duraku and Hoxha (2020) institute that a majority of students in HEIs reported moderate levels of stress (65.four%), while more than one-quarter of students reported high levels of stress (26.9%). Similarly, Almuraqab (2020), in his report in the UAE, constitute that more than than half of respondents (58%) agreed that distance learning made group collaboration amidst students less and very limited, which affected the power to learn and interact with their classmates. Gillis and Krull (2020) observed that students experienced barriers to learning due to the pandemic, including distractions, increased feet, and feeling less motivated. Further, Aristovnik et al. (2020) found that students experienced boredom, anxiety, and frustration due to the adoption of detail hygienic behaviors that prevented them from performing unproblematic daily practices such equally shaking hands and getting in touch on with their family members and friends.

Factors that affect students' bookish and social Concerns during online didactics

The success of online classes depends on many factors. Empirical enquiry univocally highlighted the disquisitional role of faculty in shaping students' experience in online classes. For example, Adnan and Anwar (2020), based on a report amid 126 undergraduates and postgraduate higher students in dissimilar HEIs in Islamic republic of pakistan, constitute that students' academic performance is affected due to lack of contiguous interaction with the instructors and delays in responding to students' inquiries. Bates and Khasawneh (2007) stated that frequent feedback from teachers improved students' bookish performance and increased their motivation and engagement during online learning. Students learned more when their lecturers provided training on using the online learning system at the beginning of the course. In improver, Zhou et al. (2020) have found that most teachers in China are unfamiliar with synchronous and asynchronous online didactics tools and could not guide their students on using online platforms/or learning management systems. Hence, it is imperative that faculty cognition, experience, and interaction during online classes significantly influence students' experiences in online classes.

Because the challenges posed by the pandemic, Daniel (2020) observed that faculty should take advantage of asynchronous teaching to appoint students and ease their concerns to juggle dwelling and study demands. However, this is contrary to the expectation that faculty should continuously utilise synchronous platforms to engage in discussions and interactions with students. Drane et al. (2020) observed that students from more vulnerable backgrounds are likely to feel persistent disadvantage through a range of barriers, for case, long-term educational disengagement, digital exclusion, poor technology management, and increased psychosocial challenge. These barriers can be significantly managed past the kinesthesia while designing the online classes and mode of engagement.

Although teachers' moved to online classes based on HEIs directive, teachers at HEIs take not had plenty time to adapt their course contents to online style, both synchronous and asynchronous. Chaaban and Ellili-Cherif (2017) considered lack of time to expect for appropriate online materials that cater to students' level and needs every bit one of the obstacles teachers meet. Information technology needs acceptable time to notice materials that meet the standardized curriculum and assessment implemented in about HEIs (Biancarosa & Griffiths, 2012; Vrasidas, 2015). Thus, due to the pandemic, teachers shared as many materials as possible and expected students to choose the best materials for themselves, which caused many challenges for students. Amita (2020) stated that learners encountered difficulties in choosing the best source amongst many sent by their teachers, which affected their bookish operation and increased their anxiety and frustration.

Information technology suggests that, given the urgency of continuing didactics online during the pandemic, faculty back up is disquisitional in addressing students' academic and social concerns. For instance, a kinesthesia need to maintain effective interaction with their students, give them necessary feedback, and provide them with sufficient learning materials that have a meaningful bear upon on student's academic and social concerns during the pandemic. Therefore, the empirical word furthers the following hypothesis (H1):

• H1: Faculty support significantly affects students' academic and social concerns during online education.

HEI support also critically influences educatee experiences in online learning. Contempo inquiry established the role of HEI support in student's academic success and wellbeing in general (east.one thousand., technical training and support, counseling support, financial back up, communication support, etc.). In their study, Fernandez and Shaw (2020) emphasized the role of effective advice to gain the trust and commitment of faculty, staff, and students. Altamirano and Collazo (2020) cited an example wherein the leaders at Urban Various College communicated with staff past weekly emails that contain heartfelt motivational messages and information on developments concerning the customs at large. In a national survey, Active Minds (2020) reported that many students expressed that a lack of regular and caring advice from their institutions was a master stressor during COVID-xix. Students await communications from their HEIs, and checking if have accessibility issue or staying focused during online classes. Besides, HEIs should share meaningful and heartful messages with students. HEIs should also provide support services to facilitate educatee's success and wellbeing during online learning. Some students may lack the skills or have trouble using online platforms. Zeeshan et al. (2020) emphasized the importance of technical support from their university administration to motivate students to manage technological stresses and develop full readiness for online learning.

Sarker et al. (2019), in their written report in a private university in People's republic of bangladesh, stated that to obtain optimum benefit from e-learning technologies, HEIs must ensure quality content distribution through user-friendly systems and enhanced asynchronous interaction between the lecturers and students. For instance, HEIs should provide grooming for both lecturers and students to cope with the new learning environment during the pandemic. HEIs were rated differently in their approach to academic support to faculty and students in the previous empirical literature. Abu Shekhadim et al. (2020) based on a study in Palestine, concluded that HEIs provided moderate support; they did not train students to use e-learning, neither no guidelines disseminated to students on how to use the virtual platforms. Similarly, Draissi and Yong (2020) institute that the support provided to students in Moroccan HEIs was insufficient due to the lack of infrastructure needed to implement online education successfully. These empirical findings support WorldBank'south (2020) observation that about students had difficulties accessing online learning due to the lack of support from the HEIs. Furthermore, lack of support aggravates student concerns, and simultaneously students lose their involvement in attending classes online. Yilmaz et al. (2020) emphasized that many students do non know what to do in the online learning process and need external support; otherwise, their motivation decreases and affects their bookish operation.

From the empirical literature on HEI's relevance to students' learning experience, academic and social concerns, the second hypothesis, H2, is proposed.

• H2: HEI back up significantly affects students' bookish and social concerns during online education.

Availability of resources is another gene that facilitates the success of online education. Previous research has shown that 1 of the main challenges for implementing a virtual mode of learning is an internet connectedness which has proven to be a meaning issue for students, peculiarly those located in remote areas. Poor internet connection is considered the main claiming for online education during the pandemic in many studies worldwide (e.k., Baticulon et al., 2020; Kamarianos et al., 2020; Means & Neisler, 2020; Sahu, 2020). A study conducted in China found that network coverage in remote areas is insufficient. Learners in mountainous areas had to walk for hours to find places with stable network signals (Huang et al., 2020).

Similarly, in Arab republic of egypt, Mahdy (2020) institute that learners suffered from poor cyberspace connectivity during the lockdown, which afflicted the quality of their learning. In Morocco, students encountered several problems during online instruction due to network capacity and lack of internet access in remote and rural areas. The government addressed information technology by utilizing tv set channels to circulate lectures for HEI students. In Kingdom of saudi arabia, limited bandwidth has been a significant issue reported by both teachers and students during the pandemic (Khalil et al., 2020; Alnajjar et al., 2020). Lassoued et al. (2020) investigated the obstacles encountered past 300 students experiencing altitude education in four Arab countries during the COVID-nineteen pandemic (Algerian, Egyptian, Palestinian, and Iraqi). The students stated that the lack of resources needed during online education, namely cyberspace connection, was a significant challenge. In contrast, a study conducted in the UAE (Almuraqab, 2020) found that 74.five% of respondents had good cyberspace access and appropriate devices for online learning.

Although we focus on infrastructure at HEI, resources available with students, teachers and HEI are also pregnant determinants of the effectiveness of distance online learning. In Oman, the government has initiated a strategy to provide laptops to all students in HEIs, which is an excellent gesture to ensure the availability of acceptable infrastructure during online classes. For example, in the Mckinsey & Company study in the USA, Kim et al. (2020) reported that only xi% of the participants reported having all the necessary equipment for remote learning. Having necessary devices similar laptops is an essential requirement for successful online learning. However, many studies indicate that students rely more on their smartphones during online teaching, which might not exist compatible with many online platforms and programs. For example, Mahdy (2020) found that the almost used devices by students in 86 countries were smartphones. Too, lack of devices or express access due to gadget sharing were encountered by medical students in the Philippines (Baticulon et al., 2020) and Islamic republic of pakistan (Abbasi et al., 2020). In addition, during the pandemic, many students have difficulties accessing online teaching due to the lack of basic digital skills (Lassoued et al., 2020; Earth Banking concern, 2020). It acquired students to lose interest in attending classes online, affecting their academic achievement (Arënliu & Bërxulli, 2020; Quacquarelli Symonds, 2020). Shetty et al. (2020) reported many concerns facing students similar lack of face-to-face interactions, lack of socialization, lark by social media, and engineering-related issues. They rated their business organization well-nigh wellness, hygiene measures, and the feeling of loneliness as the significant reasons for their social concerns. Among the social concerns, students worried virtually their health and lack of social interaction leading to a lone life. These observations support Guangul et al. (2020), Fernandez and Shaw (2020), Khalil et al. (2020), and Alnajjar et al. (2020). Reassuring students and parents with targeted communication should be vital in the institutional response (Daniel, 2020) to address the student concerns. Daniel (2020) further explained that teachers and counselors might be meliorate than parents at assuaging students' anxieties in deprived situations. HEI should maintain continuous interaction with the students, using synchronous and asynchronous teaching and learning modes. Almuraqab (2020) considered the resource to support educational activity and learning an essential requirement to ease students' concerns. (See Fig. ​ 1)

Son et al. (2020) conducted interview surveys with 195 students at a big public university in the United States to understand the effects of the pandemic on their mental health and wellbeing. The majority of the participants indicated increased stress and feet due to the COVID-19 outbreak. They fear and worry about their health and loved ones, difficulty concentrating, disruptions to sleeping patterns, decreased social interactions due to social distancing and increased concerns on academic performance. Therefore, the third hypothesis is proposed:

• H3: Resources availability significantly affects students' academic and social concerns during online teaching.

Research methodology

Data collection method

A quantitative survey method using a structured questionnaire is adopted for data collection. It is considered equally an efficient way of collecting information from many respondents in geographically spread areas within a short time (Campbell et al., 2004). The researchers designed the questionnaire; some items of the questionnaire were adult from the literature review and previous studies (e.one thousand., Quacquarelli Symonds, 2020; Almuraqab, 2020; Abu Shekhadim et al., 2020), while others were based on the researchers' experience and intuitiveness during the COVID-nineteen pandemic. The questionnaire included different parts. Part one consisted of demographic information of the participants such as gender, specialization, year of study, establishment type (private or government), location of the HEI, type of internet connection they utilize (wi-fi or information mobile), and laptop ownership., and tools used for online learning (eastward.g., laptop, smartphone, or others). Part two consisted of educatee perceptions of the support provided by HEIs (five items) and the back up provided by kinesthesia (4 items) during Spring 2020. They expressed their perceptions on a v-point Likert scale: "very effective = 5", "constructive = 4", "neutral = 3", "ineffective = 2", and "very ineffective = 1". Function 3 consisted of student concerns during online education. They have expressed their business concern in vii items. Role four consisted of resources availability needed for online education (6 items). In parts iii and four, students have expressed their opinions on a v-betoken Likert scale: "strongly concord = 5", "hold = 4", "neutral = 3", "disagree = ii", "strongly disagree = 1". The questionnaire also had open-ended questions that asked students what they appreciated most their lecturers and institutions and the kind of challenges they encountered during online education in the leap semester.

The internal consistency reliability of the questionnaire items was checked through the application of Cronbach's alpha tests of inter-reliability correlations. Table ​ one shows Cronbach'south Blastoff which shows that our questionnaire is reliable given that all the items are to a higher place the minimum threshold of 0.7.

Table 1

Cronbach'due south Alpha of the Questionnaire'due south Sections

	Number of items	Cronbach'due south blastoff
Support provided by the HEI for online education	v items	0.825
Support provided by kinesthesia members during online education	4 items	0.835
Resources available for online pedagogy	half dozen items	.885
Educatee concerns during online teaching	7 items	0.641

To verify the validity and practicality of the questionnaire (Oppenheim, 2000), information technology was piloted with a grouping of students. In addition, to check the content validity, which referred to reviewing the questionnaire items past experts in the field to examine its readability, clarity, and comprehensiveness (Sangoseni et al., 2013), the questionnaire was reviewed by experts in the field, and their suggestions incorporated. The ethical considerations were adhered to past obtaining permission from institutions. Also, a research ethics form was completed and approved. The researchers obtained participants' informed consent before they participated in the online questionnaire, and they were assured that they could withdraw from the study at whatsoever time.

The questionnaire was plotted online from June twenty to July 26, 2020. The questionnaire was prepared in Standard arabic and English language so students could adequately limited themselves. The questionnaire link using 'Google forms' shared with the Ministry of College Teaching, and they provided full support for this study and communicated with all HEIs in Sultanate of oman. They shared the link with their students through email and WhatsApp. The responses covered all regions in the Sultanate of Oman.

As per the virtually recent information received from the Education Quango in the Sultanate of Sultanate of oman, there are 127,962 students cumulatively enrolled in HEIs in Oman. In this report, we had 11,141 respondents, a response rate of ix%. This rate is sufficient as it aligns with the generalized scientific guideline for sample size decisions proposed by Krejcie and Morgan (1970). Krejcie and Morgan (1970) noted that as the population increases, the proportion of the population required in the sample size is reduced or even becomes static later reaching a specific limit. However, if the population size is small, then the whole population may be required as the sample (e.k., less than 30) (p. 610). For this study, the suitability of data checked using Kaiser–Meyer–Olkin (KMO) and the Bartlett examination. Hither the KMO measure out is greater than 0.6 (0.938), and the Bartlett exam is statistically significant (0.000), so the data is deemed valid for use in this enquiry (Bartlett, 1954; Kaiser, 1974).

Analysis

Data are coded using Microsoft Excel and performed statistical assay using Microsoft Excel and SPSS version 22. While reporting descriptive data, the study utilized percentage, mean (M) and standard deviation (SD). Hypothesis testing used the p-value, as recommended past Tabachnick and Fidell (2007). The study employed regression analysis and factor loading to explore the underlying relationships and the associations between the dependent and independent variables. Cronbach'southward alpha score confirmed the internal consistency of the questionnaire.

Results

This section consists of results related to the main findings: demographic information of the participants, student perceptions of the support provided by HEIs, the support provided past faculty, resource' availability during online instruction, and student concerns during online education.

Demographic information of the participants

The demographic profile of participants is described in terms of gender, specialization, twelvemonth of written report, and location of the HEIs they nourish. Female participants are more than double that of male. Out of the 11,114 students who participated in this written report, seven,590 are female (67.9%), and 3,591 are male person (32.1%). Concerning student's specialization, 3,235 of them belongs to Engineering (28.9%), 2,769 in Business concern (24.viii%), i,918 in Figurer Science/ IT (17.2%), and one,413 in Nursing (12.6%). We accept fewer respondents from other specializations: Applied Sciences (594), Education (244), Chemist's shop (152), Language (101), Islamic Written report (97), and Medicine (34). Nosotros also have 624 students from other specializations. All our participants are undergraduate students: ii,132 (nineteen.1%) are still in the foundation programme, two,302 (20%) are in the offset year of study, 2,743 (20.6%) respondents are in the second year of study (24.v%), ii,074 (18.5%) in the 3rd year of study, 1,776 (15.9%) in the quaternary twelvemonth of report, and 87 students in other years of their studies. Their age ranged between eighteen to 23 years onetime. About of our respondents belong to government HEIs (N = 9108, 81%). Furthermore, our participants are studying in HEIs located in different regions in Oman. 35.7% of participants belong to Muscat (N = 3997), equally near HEIs locates there. 60.four% HEIs moved online towards the stop of the semester, while 28.7% and 10.9% moved online in the middle and at the start of the semester, respectively.

At the time of the data collection, less than half of our participants have their laptop (Northward = v,140, 46%), while four,046 share the aforementioned laptop with other people in the same house (36.2%), and i,995 exercise non have a laptop at all (17.8%). Many of our participants have used their mobile data (North = 4,751, 42.v%) for internet connexion, while just 2,717 (24.three%) accept used wi-fi at home, and 3,713 (33.2%) have used both wi-fi and mobile data.

Descriptive analysis of the information

Table ​ 2 presents the descriptive data. Students rated their perceptions with the back up provided past the HEIs (3.45) more than the faculty support (3.02). Resource availability such as cyberspace connection, having a suitable place for online studying, and having the required equipment to written report online are rated moderate (iii.13).

Table two

Hateful and Standard Deviation

Variables	Items	Mean	SD	overall
Support provided by the HEI during online education	one. My university/college has cared for my health during the pandemic	three.74	i.11	3.45
	ii. My academy/college has given timely information regarding the changes in teaching	3.50	1.19
	3. My academy/college provided information on who to arroyo if I run across any technical problems	3.60	1.17
	4. My academy/college technical squad has provided satisfactory aid during the pandemic	3.24	1.13
	5. The staff and administration at my establishment have done a good chore in helping students arrange to the changes at the institution brought on by the pandemic	3.xx	1.16
Support provided by the faculty during online education	ane. My lecturers have given acceptable support to facilitate virtual learning	three.06	one.26	3.02
	2. The staff had the power to engage students online	2.9	one.23
	3. Overall, my lecturers accept shown intendance and concern for me as they brand changes in their courses in response to the pandemic	3.13	1.21
	iv. Interacting successfully with lectures during online teaching	iii.01	1.22
Resources availability for online education	1. Having a suitable identify to study online	3.37	1.26	iii.13
	two. Having the necessary equipment to study online	iii.27	1.3
	three. Having an acceptable internet connection with students	2.80	1.46
	4. Having an acceptable internet connectedness with lecturers	3.eleven	one.26
	5. Successfully using programs/platforms needed for your online classes	iii.24	1.22
	6. Quality of audio /video during online teaching	ii.96	i.27
Student social concerns during the COVID	1. You felt worried about your health and the health of your loved ones	iv.46	0.78	4.08
	2. You felt solitary since you were non able to visit relatives and friends	4.04	1.11
	3.You felt worried considering hygiene measures (using manus sanitizer, gloves and masks) were not properly adhered to	4.35	0.86
	4. Lack of communication with classmates during online learning	three.46	1.2
Student bookish concerns during the COVID	ane.You concerned that yous would not be able to complete the academic semester	iv.46	0.85	4.25
	ii. My university/college workload has significantly increased during online education	4.08	1.03
	3. You were concerned that you would not be able to graduate on time	four.20	i.05

Students' social concerns due to anxiety, worries, and loneliness averaged (four.08). The pandemic and the subsequent lockdown forced students to modify their bookish routines completely, motion online and socially distant. Interestingly, students' academic concerns averaged 4.25. Among the students' academic concerns, whether they volition complete the academic semester, the workload during online didactics, and whether they will graduate on fourth dimension were major academic concerns. Their average score significantly reflected both academic concerns and social concerns.

An interesting observation based on the correlation, shown in Table ​ 3, there is a pregnant relationship between academic concerns and social concerns (r = 0.479, p < 0.001).

Table iii

Correlation Betwixt Variables Selected

Variables	Kinesthesia support	Resource	Social concerns	Academic concerns
HEI Support	.764**	.451**	.123**	.139**
Kinesthesia support		.608**	.115**	.186**
Resource			.147**	.274**
Social concerns				.479**

*Significant at 0.05 level; **significant at 0.01 level

Regression analysis

The results (f-statistic = 1047.376, p < 0.001) explains that 23.three% of the variability in student's academic concerns (adjusted R² = 27.5) can be explained by HEI support, kinesthesia back up and resource availability. The R² value is deemed accustomed if greater than 0.1 and was deemed adequate for our report (Falk & Miller, 1992; Van Tonder & Petzer, 2018). Table ​ four gives data about the regression coefficients for the predictor variables entered into the model. HEI support, faculty support, resource availability, and social concerns were significant predictors. Specifically, for the dependent variable (pupil social concern) an R² value equal to 0.234 was obtained, which declares that the independent variables (HEI support, faculty support, resources, and academic concerns) explained this dependent variable at 27.5%. (Run into Fig. ​ 2).

Regression Results of (Academic Concern as Dependent Variable)

Table 4

Regression Results of (Academic Concern as Dependent Variable)

Hi	Independent Variables	Dependent variable	Unstandardized CoefficientsB	SE G	standardized Coefficients β	p-value	Interpretation
H1.i	HEI Support	bookish concern	-.025	.008	-.039	.002	Non rejected
H1.ii	Faculty support	bookish business organisation	.025	.008	.044	.002	Non rejected
H1.iii	Resources	bookish business organization	.111	.006	.199	.000	Not rejected
	R2		.275

Similarly, variables that were found significantly correlated with the dependent variable, student social concerns, were entered as predictors into a multiple regression using the standard method. A pregnant model emerged: F (4, xi,176) = 851.781, p < 0.001. The model explains that 23.4% of the variance in student's social concerns (adjusted R²⁼23.3). Table ​ v gives data about the regression coefficients for the predictor variables entered into the model. HEI back up, faculty support, resource availability, and social concerns were pregnant predictors. Specifically, for the dependent variable (student academic business concern) an R² value equal to 0.275 was obtained, which declares that the independent variables (HEI support, faculty back up, resources, and social concerns) explained this dependent variable at 23.4%. (See Fig. ​ three).

Regression Results of (Social Concern every bit Dependent Variable)

Table 5

Regression Results of (Social Concern equally Dependent Variable)

Hi	Contained Variables	Dependent variable	Unstandardized CoefficientsB	SE M	standardized Coefficients β	p-value	Interpretation
H2.ane	HEI Support	Social concern	.062	.009	.089	.000	Not rejected
H2.two	Kinesthesia support	Social concern	-.027	.009	-.044	.002	Not rejected
H2.iii	Resource	Social concern	.002	.006	.004	.742	rejected
	Rii		.234

Factor analysis

In lodge to verify whether the selected variables are significant predictors of the dependent variables, the study utilized factor assay. The composite reliability, Cronbach'southward alpha, average variance extracted (AVE), and Variance Aggrandizement Factor index (VIF) were calculated to test the internal consistency and validity of the model. It is mostly known that if the reliability coefficient is above 0.7, and so information technology is acceptable (Carrasco & Jover, 2003), which shows that the measures are reliable and internally consistent.

Table ​ half-dozen shows composite reliability is above 0.lxx for all the variables in this study. The model'southward reliability is considered good if the composite reliability is more 0.half dozen and the average variance extracted (AVE) is greater than 0.5 (Srinivasan et al., 2002). This level of AVE or college indicates that, on average, the construct explains l percent or more of the variance of its indicators. Moreover, the AVE in this study is to a higher place 0.50, which indicates that the latent variables have a convergence ability that is quite platonic. The Variance Inflation Factor (VIF) is used to measure the degree of multi-collinearity of the independent variable with the other independent variables in a regression model. A value of ≤ 10 for VIF and 0.x for the minimum level of tolerance is considered acceptable levels (Rovai et al., 2013).

Table 6

Factor Loading

Indexes	Loading		Acceptable If
	factor i: HEI support, faculty support, resources	cistron 2: academic concerns, social concerns
R-squared	.273	.230	More than 0.2
Adjusted R-squared	.272	.230	More than than 0.2
Composite reliability	.860	.707	More than 0.7
Cronbach's blastoff	.819	.647	More than than 0.seven
Average Variance Extracted (AVE)	.673	.547	More than than 0.5
Variance Aggrandizement Factor index (VIF)	2.440	i.000	0.1 < VIF < 10
	% of Variance 74.154	% of Variance 73.963

The changes happening in the DV variable can be explained collectively by the 3 factors 74.1% of the time. This means that about 26% tin can be explained past other variables not explored in this study. The model's validity is explained here, using the AVE, VIF, Cronbach alpha, Blended Reliability and R^2. Based on the factor analysis, HEI back up, kinesthesia support and resources are combined every bit factor I, while social concerns and bookish concerns are combined equally Cistron Two. Together they explain 74.4% of the variance out of total. This means that other factors volition explicate a 22% variance. The analysis is done using the rotation method.

Give-and-take

While examining the impact of the Covid-xix pandemic on students at HEIs, it is observed that all the empirical literature has univocally ended that both social and bookish concerns significantly influenced student experience in online learning at HEIs. The literature also highlighted the role of HEI support, faculty support, and resources in addressing the social and bookish concerns of the students. 3 major inferences were drawn based on the analysis. At get-go, this research supports the previous empirical findings that social concerns and academic concerns significantly bear on student learning in online classes during the pandemic. Secondly, this research plant that HEI support, faculty support, and resources bachelor are significant predictors of academic concerns. The third important observation is that HEI back up and kinesthesia support significantly influence the educatee's social concerns. All the inferences betoken out that though the pandemic created social and academic concerns, strategic interventions from the HEI tin can play a significant role in addressing the concerns. Students feel lonely and are tensed due to the pandemic. Notwithstanding, HEI back up, faculty support, and resources can play a major function in reducing social and academic concerns.

As outlined, this research furthers the empirical findings that students' bookish and social concerns were significant during the electric current pandemic. For example, Shetty et al. (2020) considered it due to a lack of face-to-face communication, lack of social interaction, and engineering-related issues. They rated their concern nearly health, hygiene measures, and the feeling of loneliness as the meaning reasons for their social concerns. Among the social concerns, students worried near their wellness and lack of social interaction leading to a alone life. These observations back up Guangul et al. (2020); Fernandez and Shaw (2020); Khalil et al. (2020); Alnajjar et al. (2020); Son et al. (2020). Socialization is a meaning function of pupil experiences before the pandemic. Notwithstanding, the emergency remote didactics, lockdown, and social distancing measures created anxiety and stress among students due to the intermission of face up-to-face up classes. Empirical research highlighted that students experienced stress, increased anxiety, and feeling less motivated (Almuraqab, 2020; Aristovnik et al., 2020; Duraku & Hoxha, 2020; Gillis & Krull, 2020). This enquiry furthers the empirical findings and reports that social concerns significantly influenced their behavior during the pandemic. 4 statements were mainly focused on the educatee's social concerns, and the overall score of the statement was 4.08, indicating a firm agreement with these statements. This inference is also pregnant and requires the attention of HEI and faculty.

As the coronavirus (COVID-19) is still effectually, this is a time of momentous change, and advice with students is more crucial than ever. Therefore, HEIs should utilise all possible means to communicate necessary information to their students. Tyrovolas et al. (2020) in Saudi arabia reported that students perceived social media (eastward.g., Facebook and WhatsApp) equally a more appropriate tool for communication due to its ease of apply and simplicity. Therefore, HEIs should activate their accounts on social media and communicate information to their students. Additionally, the HEIs should communicate with students personally through personalized messaging and orientations every bit it is known that personal touch is an effective technique for involving students and supporting them. HEIs can also produce videos about health and safe measures or rationale for decisions fabricated and send them to students and their families. In addition, the HEIs should back up students to diminish students' concerns by providing them with counseling services. Daniel (2020) explained that counselors might be better than parents at assuaging students' anxieties in deprived situations.

Specifically addressing the bookish concerns, this enquiry established that HEI support, faculty back up, and resources significantly influence student's academic concerns. Unlike face-to-face up pedagogy, wherein the students and faculty interact daily, online learning created a physical distance. Add to this the social pressures and tensions posed past the pandemic. In order to mitigate students' academic concerns, HEIs strategic interventions are required. For instance, the HEIs have to design appropriate and compelling content and constitute an adequate infrastructure for their current kinesthesia to reach better learning outcomes.

Furthermore, HEIs should provide their faculty with the necessary training to successfully carry out online learning, increase student interaction, and achieve quality in online education. HEIs must encourage synchronous online sessions since they give lecturers more opportunities to interact with their students, respond to their inquiries, and establish peer collaboration, leading to a better understanding of the topics studied (Papadima-Sophocleous & Loizides, 2016). Teachers should utilize professional evolution activities to ameliorate their technological and pedagogical competencies. Communities of Practice (COP) are recommended to share mutual interests or passion in a certain area and regularly meet to exchange ideas and assist each other to develop professionally (Wenger et al., 2002).

The reasons for academic concerns are increased workload (Realyvásquez-Vargas et al., 2020; Aristovnik et al., 2020; Mishra et al., 2020), the book of assignments (Al-Salman & Haider, 2021) lack of proper guidance (Ali, 2020; Sullivan et al., 2018). All these factors were significant based on the assay. For instance, the statement "my university/college workload has significantly increased during online education' is rated as strongly agree, with a mean score of 4.08 by students. This observation supports the empirical research findings and requires the attention of HEI administrators. As students, like to whatsoever other group of people, are also undergoing tremendous pressure due to the pandemic in terms of health and rubber concerns and feelings of loneliness, adding more assignments and activities will only negatively impact their studies. This also requires HEIs and faculty to continuously interact with students and accost their concerns to feel supported during this pandemic. Blackmon and Major (2012) emphasized that teachers had a substantial touch on on students' online education experience, largely through their being accessible during the course and providing needed back up to their students. They also highlighted that if the students had negative experiences with their teachers due to lack of contact or back up, students would be uncomfortable during the online experience, affecting their performance. Therefore, the HEIs need to develop policies and procedures to ensure that teachers provide adequate support for their students during the online teaching fashion. This tin be done via conducting one-to-i meetings with individuals or groups of students to address their needs or via their efforts to provide opportunities for their students to connect with peers.

The findings revealed that resource such every bit net connectivity have besides impacted student'due south academic concerns. Internet connectivity problems hinder student's ability to attend and participate in their course online. Internet connection has been an issue for many years, and the enquiry findings complement numerous previous studies in different parts of the world, non exclusively limited to Sultanate of oman (Ali, 2020; Amita, 2020; Duraku & Hoxha, 2020; Huang et al., 2020; Lassoued et al., 2020; Means & Neisler, 2020). Therefore, Oman needs to enhance its online infrastructure, especially cyberspace connectedness, speed, and internet prices to do good from online learning in the future.

Decision

Given that the pandemic is ongoing worldwide and strict measures are still continuously applied, such as lockdown and distance education, the COVID-19 pandemic negatively impacts higher education. The research findings need interventions and preventive strategies to address the academic and social concerns of students. They demand psychosocial and robust counseling services to provide the necessary support to help them overcome this stage. Even though COVID has inverse the way universities operate, most chiefly, HEIs should exert more effort to care for their students and make sure that their concerns are well managed. This tin exist achieved by constant communication with them and because sustainable mental health support every bit a priority for the university. Purcell and Lumbreras (2021) stated that the pandemic is a period of punctuated equilibrium. The learnings from this menstruum could lead to transformation in the HEI sector towards more than significant equity and bear on beyond teaching/learning, enquiry/innovation, community service/date, and the staff/students' experience.

Future piece of work should concentrate on students' equal admission to DE where student needs and technical profiles are investigated, and then necessary policies and interventions tin be suggested to provide equal opportunities to all students. In add-on, time to come research should examine the types of interactions among students and teachers during DE and their effectiveness. This is in addition to identifying the best practices to ensure students' wellbeing during DE and maintaining their active engagement with their HEIs, teachers, and peers. In addition, a similar report can be conducted to examine teachers' academic and social concerns,

Acknowledgements

The authors would like to sincerely appreciate the support provided by the Educational activity Council, the Ministry of Higher Instruction, and the different higher education institutions in Oman. Appreciation is also extended for students for their valuable time and answering the surveys for this research.

Funding

No fund was received for this inquiry.

Declaration

Disharmonize of interest

The authors declare that they have no competing interests.

Footnotes

Publisher's Annotation

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

Contributor Information

Azzah Al-Maskari, Electronic mail: mo.ude.tci@a.iraksamla.

Thurayya Al-Riyami, E-mail: mo.ude.tci@r_ayaruht.

Siraj M. Kunjumuhammed, Electronic mail: mo.ude.sbcm@jaris.

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