Influence of COVID-19 confinement on students’ performance in higher education
Open accessAbstract
This study analyzes the effects of COVID-19 confinement on the autonomous learning performance of students in higher education. Using a field experiment with 458 students from three different subjects at Universidad Autónoma de Madrid (Spain), we study the differences in assessments by dividing students into two groups. The first group (control) corresponds to academic years 2017/2018 and 2018/2019. The second group (experimental) corresponds to students from 2019/2020, which is the group of students that had their face-to-face activities interrupted because of the confinement. The results show that there is a significant positive effect of the COVID-19 confinement on students' performance. This effect is also significant in activities that did not change their format when performed after the confinement. We find that this effect is significant both in subjects that increased the number of assessment activities and subjects that did not change the student workload. Additionally, an analysis of students' learning strategies before confinement shows that students did not study on a continuous basis. Based on these results, we conclude that COVID-19 confinement changed students' learning strategies to a more continuous habit, improving their efficiency. For these reasons, better scores in students' assessment are expected due to COVID-19 confinement that can be explained by an improvement in their learning performance.
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The results confirm at a larger scale those of Gonzalez et al. (2020) in a different university in Madrid.
“Our results then seem to confirm, at a larger scale, those of Gonzalez et al. (2020) in a different university in Madrid.”
From Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study (2021) · cites this paper as Gonzalez et al., 2020
The finding that students performed better under emergency remote teaching replicates Gonzalez et al. (2020) across a larger number of courses.
“As mentioned in Section 6, while counter-intuitive, this result confirms, across a larger number of courses, the findings of Gonzalez et al. (2020) in a very similar albeit smaller context.”
From Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study (2021) · cites this paper as Gonzalez et al. (2020)
Gonzalez et al. (2020) reported that learning outcomes improved for 458 students in STEM faculties at a single university in Spain.
“At the university level, in a single university, for 458 students in STEM faculties, learning outcomes actually improved (Gonzalez et al., 2020).”
From Learning loss during Covid-19: An early systematic review (2022) · cites this paper as Gonzalez et al. (2020)
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“Moodle served as the primary platform for asynchronous learning activities in studies examining the use of online tools within specific courses and programs (Davies et al. 2020; Gonzalez et al. 2020; Lassoued et al. 2020; Rizun and Strzelecki 2020; Terenko and Ogienko 2020; Wang et al. 2020).”
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“Finally, Gonzalez et al. (2020) were able to actually compare students’ academic performance in 2019/20 to corresponding cohorts in the two previous academic years, as a way of examining the effects that the disruption of campus learning and shift to online learning had on students’ learning.”
ResultTalsma, K., Robertson, K., Thomas, C., & Norris, K. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.643408 · Cited by 94 · see citing works
Hashemi, A. (2021) · Cogent Arts and Humanities · doi:10.1080/23311983.2021.1933684 · Cited by 84 · see citing works
Learning Loss During COVID-19: An Early Systematic ReviewPreprint
Patrinos, H. A., & Donnelly, R. (2021) · Research Square · doi:10.21203/rs.3.rs-518655/v1 · Cited by 82 · see citing works
Williams, L., Rollins, L., Young, D., Fleming, L., Grealy, M., Janssen, X., Kirk, A. F., MacDonald, B., & Flowers, P. (2021) · PLoS ONE · doi:10.1371/journal.pone.0244873 · Cited by 81 · see citing works
“Broader impacts on family functioning [13], loss of economic productivity [14], and education [15], including the gendered burden of home schooling have also been reported [16].”
BackgroundStress adaptation and resilience of academics in higher education
Ross, P. M., Scanes, E., & Locke, W. (2023) · Asia Pacific Education Review · doi:10.1007/s12564-023-09829-1 · Cited by 112 · see citing works
“Opportunities for change in the curriculum and in teaching approaches are being widely discussed (Bryson & Andres, 2020; Dietrich et al., 2020; Gonzalez et al., 2020; Kay et al., 2020; Kedraka & Kaltsidis, 2020; Lyons et al., 2020; Peters et al., 2020; Rapanta et al., 2020).”
Bawa, P. (2020) · Computers and Education Open · doi:10.1016/j.caeo.2020.100016 · Cited by 82 · see citing works
Kóris, R., Díaz, F. J. M., & Nanclares, N. H. (2021) · European Educational Research Journal · doi:10.1177/14749041211021247 · Cited by 76 · see citing works
“However, the increased intensity of virtual learning has a positive impact on students’ satisfaction (Suleri, 2020), as well as their study habits and performance (Gonzalez et al., 2020).”
BackgroundEffect of COVID-19 pandemic on grade inflation in higher education in Turkey
Karadağ, E. (2021) · PLoS ONE · doi:10.1371/journal.pone.0256688 · Cited by 76 · see citing works
Gherghel, C., Yasuda, S., & Kita, Y. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104795 · Cited by 76 · see citing works
Ela, M. Z., Shohel, T. A., Shovo, T.-E.-A., Khan, L., Jahan, N., Hossain, M. T., & Islam, M. N. (2021) · Heliyon · doi:10.1016/j.heliyon.2021.e06263 · Cited by 78 · see citing works
Limone, P., Toto, G. A., & Messina, G. (2022) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2022.1081013 · Cited by 73 · see citing works
“Interruptions in school calendars; the introduction of virtual learning; changes in communication channels and workloads; infections; and the death of peers, faculty, family, and friends are some COVID-19-related outcomes that increase stress and mental distress (5).”
BackgroundYeh, C.-Y., & Tsai, C. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.928717 · Cited by 69 · see citing works
“All stakeholders need to keep up with many uncertainties of the pandemic, including policymakers, educators, parents, and learners will now have to quickly respond to teaching, learning, and collaborating online through different online learning platforms and tools (Gonzalez et al., 2020; Junus et al., 2021).”
BackgroundBruggeman, B., Garone, A., Struyven, K., Pynoo, B., & Tondeur, J. (2022) · Computers and Education Open · doi:10.1016/j.caeo.2022.100095 · Cited by 68 · see citing works
“Researchers have been focusing on emergency remote teaching (e.g. [6]), on students ’ experiences with online education (e.g. [18,35]), on technological facilitators or barriers for online education (e. g. [11]), or on challenges for university teachers (e.g. [1]).”
BackgroundHistorically Underrepresented Graduate Students' Experiences During the COVID ‐19 Pandemic
Walsh, B. A., Woodliff, T. A., Lucero, J. E., Harvey, S., Burnham, M. M., Bowser, T. L., Aguirre, M., & Zeh, D. W. (2021) · Family Relations · doi:10.1111/fare.12574 · Cited by 62 · see citing works
On enhancing students’ cognitive abilities in online learning using brain activity and eye movements
Jamil, N., Belkacem, A. N., & Lakas, A. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11372-2 · Cited by 68 · see citing works
“Technology influences the interaction between students and teachers, and the design of learning environments may have a significant impact on learning results (Bower, 2019; Gonzalez et al., 2020).”
BackgroundA Survey Study on U.S. College Students’ Learning Experience in COVID-19
Zhou, J., & Zhang, Q. (2021) · Education Sciences · doi:10.3390/educsci11050248 · Cited by 63 · see citing works
“[25], they reported a significant positive effect of the COVID-19 confinement on students’ performance in Spain.”
BackgroundLin, T. (2021) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-021-00553-1 · Cited by 64 · see citing works
Plummer, L. S., Kaygısız, B. B., Kuehner, C. P., Gore, S., Mercuro, R., Chatiwala, N., & Naidoo, K. (2021) · Education Sciences · doi:10.3390/educsci11030130 · Cited by 57 · see citing works
“Despite the faculty workload and new technology skills required for this transition to online learning, research in higher education during the pandemic has focused primarily on the student experience [17,19,20,22,23] and the effectiveness of virtual formats for student learning [16,18,21].”
BackgroundAlarifi, B. N., & Song, S. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-023-02590-1 · Cited by 55 · see citing works
Higher Education in the First Year of COVID-19: Thoughts and Perspectives for the Future
Cesco, S., Zara, V., Toni, A. F. D., Lugli, P., Betta, G., Evans, A. C. O., & Orzes, G. (2021) · International Journal of Higher Education · doi:10.5430/ijhe.v10n3p285 · Cited by 55 · see citing works
Tortella, G., Seabra, A. B., Padrão, J., & Juan, R. D.-S. (2021) · Brain Sciences · doi:10.3390/brainsci11050552 · Cited by 58 · see citing works
Weidlich, J., & Kalz, M. (2021) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00278-7 · Cited by 63 · see citing works
Freyhofer, S., Ziegler, N., de Jong, E. M., & Schippers, M. C. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.682684 · Cited by 52 · see citing works
Natarajan, J., & Joseph, M. A. (2021) · Nursing Forum · doi:10.1111/nuf.12649 · Cited by 53 · see citing works
“Studies have shown that when technology is used in an effective way, it will enable students and faculty to have better engagement and collaboration.(10) However, nursing students’ engagement in online learning might differ from that of ERT.”
BackgroundSharaievska, I., McAnirlin, O., Browning, M. H. E. M., Larson, L. R., Mullenbach, L. E., Rigolon, A., D’Antonio, A., Cloutier, S. A., Thomsen, J. M., Metcalf, E. C., et al. (2022) · Higher Education · doi:10.1007/s10734-022-00843-7 · Cited by 52 · see citing works
“Similarly, a study by Gonzalez et al. (2020) posited that some students’ academic performance improved during the pandemic as a result of changes in learning strategies and formation of new habits.”
Alshaikh, K., Maasher, S. Y., Bayazed, A., Saleem, F., Badri, S. K., & Fakieh, B. (2021) · Sustainability · doi:10.3390/su13137103 · Cited by 56 · see citing works
“It provides the student more time to review subjects and work on the projects and assignments required, which helps to improve the student’s academic performance; the research in [34] also found similar results.”
BackgroundResultInfluentialCOVID-19 Lockdown-Related Changes in Mood, Health and Academic Functioning
Hendriksen, P. A., Garssen, J., Bijlsma, E. Y., Engels, F., Bruce, G., & Verster, J. C. (2021) · European Journal of Investigation in Health Psychology and Education · doi:10.3390/ejihpe11040103 · Cited by 48 · see citing works
“This effect was not only seen for courses that changed to an online format but also for teaching activities that continued in a face-to-face format [22].”
BackgroundRemote Teaching Due to COVID-19: An Exploration of Its Effectiveness and Issues
Kawasaki, H., Yamasaki, S., Masuoka, Y., Iwasa, M., Fukita, S., & Matsuyama, R. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18052672 · Cited by 47 · see citing works
Wilhelm, J., Mattingly, S. G., & González, V. H. (2021) · Anatomical Sciences Education · doi:10.1002/ase.2161 · Cited by 49 · see citing works
Drašler, V., Bertoncelj, J., Korošec, M., Žontar, T. P., Ulrih, N. P., & Cigić, B. (2021) · Sustainability · doi:10.3390/su13095118 · Cited by 44 · see citing works
Supriya, K., Mead, C., Anbar, A. D., Caulkins, J. L., Collins, J. P., Cooper, K. M., LePore, P. C., Lewis, T., Pate, A., Scott, R. A., et al. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.759624 · Cited by 44 · see citing works
“The slight increase in average student grades in Spring 2020 compared to previous semesters is consistent with other studies that have examined student grades in Spring 2020 at other institutions (Gonzalez et al., 2020; Loton et al., 2020; Bawa, 2021).”
ResultExploring Coping Strategies of Different Generations of Students Starting University
Takács, R., Takács, S., Kárász, J. T., Horváth, Z., & Oláh, A. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.740569 · Cited by 42 · see citing works
Khanal, P., Bento, F., & Tagliabue, M. (2021) · Education Sciences · doi:10.3390/educsci11030115 · Cited by 41 · see citing works
“While this area of inquiry reaches beyond the aims of the present work, we hypothesize that there may be implications in terms of the effectiveness and the efficiency of pupils’ learning performance and of teachers’ teaching performance (see also [54,55]).”
BackgroundStudent vulnerabilities and confidence in learning in the context of the COVID-19 pandemic
Bartolic, S. K., Matzat, U., Tai, J., Burgess, J.-L., Boud, D., Craig, H., Archibald, A., Jaeger, A. D. D., Kaplan-Rakowski, R., Lutze-Mann, L., et al. (2022) · Studies in Higher Education · doi:10.1080/03075079.2022.2081679 · Cited by 30 · see citing works
“We understand learning confidence as akin to ‘self- efficacy,’ a factor well known to affect learning processes and stimulate academic performance (Galla et al. 2014; Panadero, Jonsson, and Botella 2017; see also Gonzalez et al. 2020).”
BackgroundAzizan, S. N., Lee, A., Crosling, G., Atherton, G., Arulanandam, B. V., Lee, C. E., & Rahim, R. B. A. (2022) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v17i03.24871 · Cited by 39 · see citing works
Recent advances in fluorinated superhydrophobic materials: Preparation and diverse applications
Yang, Q., Li, X., Xue, Y., Peng, H., Bai, Y., Li, W., & Zheng, W. (2025) · Chemical Engineering Journal · doi:10.1016/j.cej.2025.168236 · Cited by 39 · see citing works
Elçi, A., & Abubakar, A. M. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10580-6 · Cited by 45 · see citing works
Osipov, A. Y., Ratmanskaya, T. I., Zemba, E. A., Potop, V., Kudryavtsev, M. D., & Nagovitsyn, R. S. (2021) · Physical Education of Students · doi:10.15561/20755279.2021.0103 · Cited by 38 · see citing works
“For this reason, better scores in students’ assessment are expected due to COVID-19 confinement that can be explained by an improvement in their academic performance [29].”
BackgroundRaja, R., Jian-fu, M., Zhang, M., Li, X. Y., Almutairi, N. S., & Almutairi, A. H. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.994411 · Cited by 43 · see citing works
“Higher education institutes have experienced substantial challenges such as switching to online lectures/tutorials, closing libraries, changing contact channels for instructors and administrative support, new evaluation methods, varying workloads and performance levels (Bezerra, 2020; Cao et al., 2020; Gallego et al.,…”
BackgroundAlsuraihi, A. A. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03211-2 · Cited by 36 · see citing works
“Moreover, another study by Gonzalez et al. [46] conducted on Spanish university students showed a significant improvement in students’ performance during the COVID-19 pandemic, despite the teaching model changes.”
BackgroundAl-Husban, N. A., Alkhayat, A., Aljweesri, M., Alharbi, R., Aljazzaf, Z., Al-Husban, N., Muhtaseb, M. S. E., Oweidat, K. A., & Obeidat, N. A. (2021) · Annals of Medicine and Surgery · doi:10.1016/j.amsu.2021.102466 · Cited by 35 · see citing works
“On the other hand, in October 2020, a field experiment of 458 students at Universidad Autónoma de Madrid (Spain) showed that COVID19 confinement changed students’ learning strategies to a more continuous habit, improving their efficiency, and better scores in students’ assessment are expected due to COVID-19 confineme…”
E-learning challenge studying the COVID-19 pandemic
Kamysbayeva, A., Koryakov, A., Garnova, N., Glushkov, S., & Klimenkova, S. (2021) · International Journal of Educational Management · doi:10.1108/ijem-06-2021-0257 · Cited by 35 · see citing works
Christensen, M. K., Nielsen, K.-J. S., & O’Neill, L. D. (2022) · Advances in Health Sciences Education · doi:10.1007/s10459-022-10102-0 · Cited by 38 · see citing works
“Even so, studies on the effects of the Covid-19 pandemic have largely and understandably focused on students’ learning and well-being (Asbury et al., 2020; Aucejo et al., 2020; Cao et al., 2020; Colao et al., 2020; Gonzalez et al., 2020; Kim & Asbury, 2020; Son et al., 2020).”
BackgroundAssessment practices in Saudi higher education during the COVID-19 pandemic
Almossa, S. Y., & Alzahrani, S. M. (2022) · Humanities and Social Sciences Communications · doi:10.1057/s41599-021-01025-z · Cited by 35 · see citing works
“Several studies have been conducted to investigate the impact of the COVID-19 pandemic on the experiences of students and faculty members in higher education (Al-Mohair and Alwahaishi, 2020; Almossa, 2021; Aristovnik et al., 2020; Bisht et al., 2020; Gonzalez et al., 2020; Sasere and Makhasane, 2020).”
BackgroundLearners’ Satisfaction and Commitment Towards Online Learning During COVID-19: A Concept Paper
Ranadewa, D. U. N., Gregory, T. Y., Boralugoda, D. N., Silva, J. A. H. T., & Jayasuriya, N. (2021) · Vision The Journal of Business Perspective · doi:10.1177/09722629211056705 · Cited by 34 · see citing works
“Worldwide, a sudden increase in the introduction of new online learning platforms occurred, facilitating students to attend lectures during the COVID-19 pandemic (Gonzalez et al., 2020).”
BackgroundAnalyzing students’ e-learning usage and post-usage outcomes in higher education
Ullah, M. S., Hoque, M. R., Aziz, M. A., & Islam, M. (2023) · Computers and Education Open · doi:10.1016/j.caeo.2023.100146 · Cited by 33 · see citing works
Guppy, N., Boud, D., Heap, T., Verpoorten, D., Matzat, U., Tai, J., Lutze-Mann, L., Roth, M., Polly, P., Burgess, J.-L., et al. (2021) · Higher Education · doi:10.1007/s10734-021-00781-w · Cited by 30 · see citing works
Why Did Students Report Lower Test Anxiety during the COVID-19 Pandemic?
Ewell, S. N., Josefson, C. C., & Ballen, C. J. (2022) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00282-21 · Cited by 40 · see citing works
“However, despite these difficulties, some students experienced increases in academic performance (37, 38).”
BackgroundAlam, S. S., Masukujjaman, M., Ahmad, M. G., & Jaffor, R. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11533-3 · Cited by 34 · see citing works
“COVID-19 students performed better than students from the prior year, according to Gonzalez et al. (2020).”
BackgroundHow COVID-19 impacted soft skills development: The views of software engineering students
Brennan, A., Dempsey, M., McAvoy, J., O’Dea, M., O’Leary, S., & Prendergast, M. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2171621 · Cited by 33 · see citing works
“Using a combination of video streaming and virtual classrooms for synchronous and asynchronous delivery (Gonzalez et al., 2020), this rapid transition to online learning forced many HEIs to re-strategize (Shiohira & Keevy, 2020) and drove many academics into “unfamiliar terrain” as they made…”
BackgroundDigital Innovation in Times of Emergency: Reactions from a School of Management in Italy
Agasisti, T., Frattini, F., & Soncin, M. (2020) · Sustainability · doi:10.3390/su122410312 · Cited by 33 · see citing works
“The current emergency, in particular, has put at the centre the open issue of the effectiveness of digital technologies for education, fuelling the debate on the topic [4,13].”
BackgroundMekhemar, M. K., Attia, S., Dörfer, C. E., & Conrad, J. (2021) · Biology · doi:10.3390/biology10070611 · Cited by 32 · see citing works
Doush, I. A., Al-Jarrah, A., Alajarmeh, N. S., & Alnfiai, M. M. (2022) · Universal Access in the Information Society · doi:10.1007/s10209-022-00917-4 · Cited by 36 · see citing works
“[47] collects responses from teachers and students about online learning in Pakistani institutions after they switched to distance learning because of the COVID-19 pandemic.”
BackgroundInfluentialZhu, Y., Geng, G. H., Disney, L., & Pan, Z. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11320-0 · Cited by 39 · see citing works
“…(Adnan & Anwar, 2020; Baber, 2021; McPartlan et al., 2021) • students’ course satisfaction (Saxena et al., 2020) • students’ online learning outcomes (Adnan & Anwar, 2020; Gonzalez et al., 2020) • students’ online learning attitude or intention (Aguilera-Hermida, 2020; Baber, 2021; George,…”
Thematic learning during the pandemic: CIPP evaluation study
Pujiastuti, P., Herwin, H., & Firdaus, F. M. (2021) · Cypriot Journal of Educational Sciences · doi:10.18844/cjes.v16i6.6481 · Cited by 31 · see citing works
The impacts of the COVID-19 pandemic on higher education students in New Zealand
Cameron, M. P., Fogarty-Perry, B., & Piercy, G. L. (2022) · Journal of Open Flexible and Distance Learning · doi:10.61468/jofdl.v26i1.515 · Cited by 31 · see citing works
Ögeyik, M. C. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11064-x · Cited by 31 · see citing works
“The findings of another study conducted by González et al. (2020) displayed that distance education has positively affected student success thanks to new learning methodologies.”
ResultImpacts of Emergency Remote Teaching on College Students Amid COVID-19 in the UAE
El-Sakran, A., Salman, R., & Alzaatreh, A. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19052979 · Cited by 33 · see citing works
“Although these dimensions were commonly used to determine the success of standard online learning environments, recent studies identified their value in evaluating ERT during COVID-19 [53].”
BackgroundDima, A. M., Bușu, M., & Vargas, V. M. (2022) · Oeconomia Copernicana · doi:10.24136/oc.2022.036 · Cited by 30 · see citing works
Online learning and blended learning: new practices derived from the pandemic-driven disruption
Cheung, S. K. S., Wang, F. L., & Kwok, L. F. (2023) · Journal of Computing in Higher Education · doi:10.1007/s12528-023-09350-9 · Cited by 30 · see citing works
“Students’ learning styles and behaviours were changed, such as on learning strategy and study planning (Gonzalez, et al., 2020), learning engagement (El-Sayad, et al., 2021), learning motivation (Jereb, et al., 2022), learning anxiety (Arribathi et al., 2021), and use of open online resources…”
BackgroundBaruth, O., Gabbay, H., Cohen, A., Bronshtein, A., & Ezra, O. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12612 · Cited by 30 · see citing works
College students’ self-regulation in asynchronous online courses during COVID-19
Han, J., DiGiacomo, D. K., & Usher, E. L. (2023) · Studies in Higher Education · doi:10.1080/03075079.2023.2201608 · Cited by 32 · see citing works
“In March 2020, the United States experienced the onset of a global pandemic caused by the COVID19 virus, which led to immediate and lasting changes to postsecondary learning environments.”
BackgroundInfluentialVargas-Ramos, J. C., Lerma, C., Saldaña, R. M. E. G., Lerma, A., Bosques-Brugada, L. E., & Fragoso, C. G. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19010365 · Cited by 29 · see citing works
“Theoretically, this student perception and attitude can affect negatively the academic performance [3,4,6]; nevertheless, not all the students show a decrease in their academic performance, and some even seem to benefit from this modality [24].”
BackgroundGarcía‐Peñalvo, F. J., García-Holgado, A., Vázquez‐Ingelmo, A., & Sánchez‐Prieto, J. C. (2021) · RIED Revista Iberoamericana de Educación a Distancia · doi:10.5944/ried.24.2.27689 · Cited by 28 · see citing works
Zhang, T., Taub, M., & Chen, Z. (2021) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3448139.3448150 · Cited by 28 · see citing works
- Authors
- Gonzalez, T., de la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M.
- Affiliations
- Universidad Autónoma de Madrid (ES)
- Universitat Oberta de Catalunya (ES)
- EURECAT Centre Tecnològic de Catalunya (ES)
- Corresponding author
- Sacha, G. M.
- Venue
- PLOS ONE
- Publisher
- Public Library of Science (PLoS)
- Published
- 2020-10-09
- Volume
- 15
- Issue
- 10
- Pages
- e0239490
- ISSN
- 1932-6203 (ISSN-L)
- PMC
- PMC7546684
- OpenAlex
- W3091995338
- Cited by
- 743
- References
- 45
- Citations by year
- 2026: 23 · 2025: 52 · 2024: 71 · 2023: 142 · 2022: 203 · 2021: 230 · 2020: 22
- FWCI
- 226.20
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- PLoS ONE (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Hispana (submittedVersion)
- Biblos-e Archivo (Universidad Autónoma de Madrid) (submittedVersion, public-domain)
- Funders
- Erasmus+ Program (2017-1-ES01-KA203-038266)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › Educational Outcomes and Influences
- Social Sciences › Education › E-Learning and COVID-19
- Keywords
- COVID-19 lockdown, university students, student performance, self-directed learning, learning strategies, assessment performance, student workload, Universidad Autónoma de Madrid
- MeSH terms
- Betacoronavirus, COVID-19, SARS-CoV-2, Adult, Educational Measurement, Female, Humans, Male, Models, Theoretical, Pneumonia, Viral, Spain, Students, Medical, Coronavirus Infections, Education, Distance, Young Adult, Pandemics
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