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dc.contributor.authorFretheim, Atle
dc.contributor.authorHelleve, Arnfinn
dc.contributor.authorLøyland, Borghild
dc.contributor.authorSandbekken, Ida Hellum
dc.contributor.authorFlatø, Martin
dc.contributor.authorTelle, Kjetil Elias
dc.contributor.authorWatle, Sara Sofie Viksmoen
dc.contributor.authorSchjøll, Alexander
dc.contributor.authorHelseth, Sølvi
dc.contributor.authorJamtvedt, Gro
dc.contributor.authorHart, Rannveig Kaldager
dc.date.accessioned2022-02-17T15:43:43Z
dc.date.available2022-02-17T15:43:43Z
dc.date.created2021-08-28T22:39:53Z
dc.date.issued2021-08-27
dc.identifier.citationPublic Health in Practice. 2021, 2 .en_US
dc.identifier.issn2666-5352
dc.identifier.urihttps://hdl.handle.net/11250/2979821
dc.description.abstractObjectives: Higher education institutions all over the world struggled to balance the need for infection control and educational requirements, as they prepared to reopen after the first wave of the COVID-19 pandemic. A particularly difficult choice was whether to offer for in-person or online teaching. Norwegian universities and university colleges opted for a hybrid model when they reopened for the autumn semester, with some students being offered more in-person teaching than others. We seized this opportunity to study the association between different teaching modalities and COVID-19 risk, quality of life (subjective well-being), and teaching satisfaction. Study design: Prospective, observational cohort study. Methods: We recruited students in higher education institutions in Norway who we surveyed biweekly from September to December in 2020. Results: 26 754 students from 14 higher education institutions provided data to our analyses. We found that two weeks of in-person teaching was negatively associated with COVID-19 risk compared to online teaching, but the difference was very uncertain (− 22% relative difference; 95% CI -77%–33%). Quality of life was positively associated with in-person teaching (3%; 95% CI 2%–4%), as was teaching satisfaction (10%; 95% CI 8%–11%). Conclusion: The association between COVID-19 infection and teaching modality was highly uncertain. Shifting from in-person to online teaching seems to have a negative impact on the well-being of students in higher education.en_US
dc.description.sponsorshipOslo Metropolitan University and Norwegian Institute of Public Health shared the running costs.en_US
dc.language.isoengen_US
dc.publisherUniversitetsforlageten_US
dc.relation.ispartofseriesPublic Health in Practice;Volume 2, November 2021, 100187
dc.relation.urihttps://doi.org/10.1016/j.puhip.2021.100187
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectCovid-19en_US
dc.subjectCovid-19en_US
dc.subjectBachelorstudenteren_US
dc.subjectBachelor studentsen_US
dc.subjectInfection controlen_US
dc.subjectPublic healthen_US
dc.subjectStudent healthen_US
dc.subjectWell-beingen_US
dc.subjectIn-personen_US
dc.titleRelationship between teaching modality and COVID-19, well-being, and teaching satisfaction (campus & corona): A cohort study among students in higher educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 The Author(s)en_US
dc.source.articlenumber100187en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
dc.identifier.doihttps://doi.org/10.1016/j.puhip.2021.100187
dc.identifier.cristin1929496
dc.source.journalPublic Health in Practiceen_US
dc.source.volume2en_US
dc.source.pagenumber7en_US
dc.subject.nsiVDP::Epidemiologi medisinsk og odontologisk statistikk: 803en_US
dc.subject.nsiVDP::Epidemiology, medical and dental statistics: 803en_US


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