dc.contributor.author | Fretheim, Atle | |
dc.contributor.author | Helleve, Arnfinn | |
dc.contributor.author | Løyland, Borghild | |
dc.contributor.author | Sandbekken, Ida Hellum | |
dc.contributor.author | Flatø, Martin | |
dc.contributor.author | Telle, Kjetil Elias | |
dc.contributor.author | Watle, Sara Sofie Viksmoen | |
dc.contributor.author | Schjøll, Alexander | |
dc.contributor.author | Helseth, Sølvi | |
dc.contributor.author | Jamtvedt, Gro | |
dc.contributor.author | Hart, Rannveig Kaldager | |
dc.date.accessioned | 2022-02-17T15:43:43Z | |
dc.date.available | 2022-02-17T15:43:43Z | |
dc.date.created | 2021-08-28T22:39:53Z | |
dc.date.issued | 2021-08-27 | |
dc.identifier.citation | Public Health in Practice. 2021, 2 . | en_US |
dc.identifier.issn | 2666-5352 | |
dc.identifier.uri | https://hdl.handle.net/11250/2979821 | |
dc.description.abstract | Objectives: 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.sponsorship | Oslo Metropolitan University and Norwegian Institute of Public Health shared the running costs. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Universitetsforlaget | en_US |
dc.relation.ispartofseries | Public Health in Practice;Volume 2, November 2021, 100187 | |
dc.relation.uri | https://doi.org/10.1016/j.puhip.2021.100187 | |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | Covid-19 | en_US |
dc.subject | Covid-19 | en_US |
dc.subject | Bachelorstudenter | en_US |
dc.subject | Bachelor students | en_US |
dc.subject | Infection control | en_US |
dc.subject | Public health | en_US |
dc.subject | Student health | en_US |
dc.subject | Well-being | en_US |
dc.subject | In-person | en_US |
dc.title | Relationship between teaching modality and COVID-19, well-being, and teaching satisfaction (campus & corona): A cohort study among students in higher education | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2021 The Author(s) | en_US |
dc.source.articlenumber | 100187 | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
dc.identifier.doi | https://doi.org/10.1016/j.puhip.2021.100187 | |
dc.identifier.cristin | 1929496 | |
dc.source.journal | Public Health in Practice | en_US |
dc.source.volume | 2 | en_US |
dc.source.pagenumber | 7 | en_US |
dc.subject.nsi | VDP::Epidemiologi medisinsk og odontologisk statistikk: 803 | en_US |
dc.subject.nsi | VDP::Epidemiology, medical and dental statistics: 803 | en_US |