Cited by 744Education during COVID-19 pandemicEducational Outcomes and InfluencesE-Learning and COVID-19

The DOI matches its Crossref record; 44 of the 45 references it cites were found in a registry or an index.

Influence of COVID-19 confinement on students’ performance in higher education

Open access

Gonzalez, T., de la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, Laia, Fort, Santi, Sacha, G. M.·2020·PLOS ONE

DOI 10.1371/journal.pone.0239490PMC PMC7546684

Open this paper in CoChat — free account Open PDF

Abstract

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.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Integrity signals

Registry

Crossref · 10.1371/journal.pone.0239490

Cites

44 of 44 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

On a Test of Whether one of Two Random Variables is Stochastically Larger than the Other
Mann, H. B., & Whitney, D. R. (1947) · The Annals of Mathematical Statistics · doi:10.1214/aoms/1177730491 · Cited by 14,320 · cited 1×
“Means were compared by a Kruskal-Wallis test [46] and, when differences were found, by a Mann-Whitney post hoc test [47] to determine which pairs of means were different.”
Method
Use of Ranks in One-Criterion Variance Analysis
Kruskal, W. H., & Wallis, W. A. (1952) · Journal of the American Statistical Association · doi:10.1080/01621459.1952.10483441 · Cited by 13,912 · cited 1×
“Means were compared by a Kruskal-Wallis test [46] and, when differences were found, by a Mann-Whitney post hoc test [47] to determine which pairs of means were different.”
Method
Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
Zimmerman, B. J. (2008) · American Educational Research Journal · doi:10.3102/0002831207312909 · Cited by 3,735 · cited 1×
“Related to autonomous learning, many studies have been performed regarding the concept of self-regulated learning (SRL), in which students are active and responsible for their own learning process [18, 19] as well as being knowledgeable, self-aware and able to select their own approach to learning [20, 21].”
Background
Fundamentals of item response theory
(1992) · Choice Reviews Online · doi:10.5860/choice.29-4185 · Cited by 3,420
Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.
Zimmerman, B. J., & Martinez-Pons, M. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.51 · Cited by 1,825 · cited 1×
“Related to autonomous learning, many studies have been performed regarding the concept of self-regulated learning (SRL), in which students are active and responsible for their own learning process [18, 19] as well as being knowledgeable, self-aware and able to select their own approach to learning [20, 21].”
Background
Computerized Adaptive Testing: A Primer
Wainer, H., Dorans, N. J., Flaugher, R. L., Green, B. F., & Mislevy, R. J. (1990) · Medical Entomology and Zoology · Cited by 1,169
La evaluación online en la educación superior en tiempos de la COVID-19
García‐Peñalvo, F. J., Corell, A., García, V. A., & de Prado, M. G. (2020) · Education in the Knowledge Society (EKS) · doi:10.14201/eks.23086 · Cited by 866
The MOOC model for digital practice
McAuley, A. B. T., Stewart, B. E., Siemens, G., & Cormier, D. (2010) · Cited by 698
Comparing online and blended learner's self-regulated learning strategies and academic performance
Broadbent, J. (2017) · The Internet and Higher Education · doi:10.1016/j.iheduc.2017.01.004 · Cited by 679
Computerized Adaptive Testing
Wainer, H., Dorans, N. J., Flaugher, R. L., Green, B. F., & Mislevy, R. J. (2000) · Routledge eBooks · doi:10.4324/9781410605931 · Cited by 659

Flagged first, then by citations

Show all 45 references

1 of the 45 references couldn’t be matched to a known paper.

Research works printed but not linked: 2

FJ García-Peñalvo, 2020, Online Assessment in Higher Education in the Time of COVID-19, Education in the Knowledge Society, 21, 12
FM Lord, 1980, Applications of item response theory to practical problems

Sorted by citations

Items 501–600 of 744

Students’ Obstacles in Solving Non-routine Problems: A Case Study in an Islamic Secondary School
Wahyun, A., Hoon, T. S., & Choo, K. A. (2023) · Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research · doi:10.2991/978-2-38476-196-8_31 · Cited by 1
Collaborative learning in the digital age: empowering tuberculosis researchers through virtual training
Dippenaar, A., Sylvester, T. T., Ealand, C. S., Ismail, N. A., Rakotosamimanana, N., Miller, M. A., Kana, B. D., & Warren, R. M. (2024) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00114-24 · Cited by 1
Efficacy of Online Learning on the Development of Students’ Academic Competence: A Case Study of Yemeni Undergraduate Students Studying in India
Ahmed, A. A. M., Al-hajj, H. M. A., Qbeita, A. A. A., Alfawa’ra, L. H. Q., & Zbar, A. A. (2024) · World Journal of English Language · doi:10.5430/wjel.v15n2p318 · Cited by 1
The importance of autonomy-supportive learning environments in college: exploring the role of emotion regulation strategies for academic goal progress
Ariati, J., Vogler, J. S., & Pham, T. (2025) · Educational Psychology · doi:10.1080/01443410.2025.2468735 · Cited by 2
“More recent studies have also reported online students face obstacles, ranging from financial constraints and basic internet connectivity to mental and physical wellbeing, which in turn impacts their ability to understand course content (Gonzalez et al., 2020; Rapanta et al., 2020).”
Analyzing the Impact of Remote Teaching on Calculus I Students' Performance: A Longitudinal Study of Subsequent Calculus Course Success
Teixeira, K., & Li, X. (2024) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie61694.2024.10893488 · Cited by 1
“According to [30], the improvement in academic performance may be due to an increase in students’ learning strategies and self-regulation skills.”
Competencias genéricas y específicas, un análisis desde la perspectiva docente en una institución de educación superior
Amigó, U. C. L., Henao, A. M. G., Ocampo, J. E. C., Amigó, U. C. L., Bedoya, S. M. B., Amigó, U. C. L., García-Jiménez, M. D., Amigó, U. C. L., Arroyave, R., & Amigó, U. C. L. (2025) · doi:10.21501/9786287765061.3 · Cited by 1
Effect of Online Learning on Mental Health and Academic Outcomes of Students with Intellectual Disabilities in Higher Education
Shreeharsha, M. K., Nagesh, P., & Kulenur, S. (2025) · Journal of Intellectual Disability - Diagnosis and Treatment · doi:10.6000/2292-2598.2025.13.01.4 · Cited by 1
“Other aspiring studies could build on the role of promoting online communities for students with IDs, as well as mental health, peer mentoring, or other technologies that might consider the needs of these learners [21].”
The Impact of Students' Covid-19 Career Perception on Life Satisfaction: The Mediating Role of Entrepreneurial Intention
Yılmaz, S. E., & Celik, O. B. (2025) · Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi · doi:10.33437/ksusbd.1496720 · Cited by 1
Residual post-pandemic ICT literacy in higher education
Tejero, O. M. C. (2022) · HUMAN REVIEW International Humanities Review / Revista Internacional de Humanidades · doi:10.37819/revhuman.v13i1.1106 · Cited by 2
The impact of the COVID-19 pandemic on university education in the field of construction: adaptations and challenges in the entrepreneurial training of students
Chasciar, D. R., Coman, C., Vasile, C., Netedu, A., Bularca, M. C., Toderici, O. F., Pleşcan, C., Anton, M., Shields, R., Pleșcan, E.-L., et al. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1623392 · Cited by 1
Tracking changes in anxiety, depression, and stress among Ukrainian university students: a three-wave study from the COVID-19 pandemic to two years of ongoing full-scale war
Kolisnyk, L., & Mehlsen, M. Y. (2025) · European Journal of Psychotraumatology · doi:10.1080/20008066.2025.2543616 · Cited by 11
Self-Perceived Digital Competencies and University Change: Cross-Country Survey Evidence from Spain, Mexico, and Peru During COVID-19
Várgas, C. G. A. P., Rosas, M. E., & Vizarreta, P. V. (2025) · Education Sciences · doi:10.3390/educsci15091247 · Cited by 1
Can student satisfaction rise as education quality declines? A comparative analysis of higher education students’ satisfaction in times of disruption
Pérez-Encinas, A., Martinez-Vazquez, A., Souto‐Otero, M., & Kéri, A. (2025) · Journal of Marketing for HIGHER EDUCATION · doi:10.1080/08841241.2025.2583527 · Cited by 1
Relationships Between Study Conditions, Stress, and Perceived Health
Fostervold, K. I., Rème, S. E., Strømsø, H. I., & Ludvigsen, S. (2024) · Emerald Group Publishing Limited eBooks · doi:10.1108/979-8-88730-734-320251006 · Cited by 1
Using open badges based on educational theory in an e-learning environment to develop intended learning outcomes
Ibrahem, U. M., Almankory, A. Z., Abdelfatah, H. M., Kedwany, D. M., Diab, I. M., & Kader, R. A. A. (2025) · Technology Pedagogy and Education · doi:10.1080/1475939x.2025.2588341 · Cited by 1
“Gonzalez et al. (2020) defined eLEs as ‘using the capabilities of modern technologies to serve the educational process and using technology as an educational aid to teach various courses, whether theoretical or practical, through practice, exercise and simulation’.”
A large-scale high-stakes university admission exam: pre- and trans-pandemic comparison
Mendiola, M. S., García-Minjares, M., Casanova, E. R. B., & Martínez-González, A. (2025) · Educational Research and Evaluation · doi:10.1080/13803611.2025.2608787 · Cited by 1
“These authors propose that the lockdown had a positive impact in the students’ learning tactics (Gonzalez et al., 2020).”
Digital learning fatigue and its psychological consequences among tertiary students: a systematic review
Okpako, E. O., Adewuyi, H. O., Fehintola, V. A., Ojuolape, M. O., Raji, N. A., Ayodeji, A. S., & Umanhonlen, S. E. (2026) · Educational Technology Quarterly · doi:10.55056/etq.1056 · Cited by 5
“International and socioeconomically disadvantaged students face compounded stress due to time-zone challenges, limited connectivity, and inadequate learning spaces [ 4, 33, 56, 61 ] .”
STUDENT WELFARE SERVICES IN HIGHER EDUCATIONAL INSTITUTIONS DURING GLOBAL PANDEMIC: ISSUES AND CHALLENGES
Sultana, A., Mirshad Rahman., T. M., Nair, D. P., Indhumathi, M., Keerthana, J., & Kannadasan, K. (2021) · Indian Journal Of Applied Research · doi:10.36106/ijar/5213320 · Cited by 1
Scientific production of Mexican researchers on covid-19
Huerta, G. P., Universidad Autónoma Metropolitana, U. A., & Pineda, E. U. (2021) · Argumentos. Estudios críticos de la sociedad · doi:10.24275/uamxoc-dcsh/argumentos/2021962-03 · Cited by 1
Views of Academic Staff About the Assessment Processes of Online Courses During the COVID-19 Pandemic
Karamete, A., & Öztürk, G. (2021) · Advances in mobile and distance learning book series · doi:10.4018/978-1-7998-8701-0.ch026 · Cited by 1
CORRELATION BETWEEN WEEKLY FORMATIVE AND SUMMATIVE ASSESSMENT OF MEDICAL STUDENTS IN MULTIDISCIPLINARY EXAMINATION AND ORAL EXAMINATION REPRODUCTIVE SYSTEM BLOCK
Syukri, N. R. M., Pratiwi, Y. S., Ariyanto, E. F., Bashari, M. H., Achadiyani, A., Ghozali, M., & Rahman, P. H. A. (2021) · Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education · doi:10.22146/jpki.62850 · Cited by 1
Effects of a sudden change in curriculum delivery mode in postgraduate clinical studies, following the COVID-19 pandemic
Frutiger, M., & Whillier, S. (2022) · Journal of Chiropractic Education · doi:10.7899/jce-21-31 · Cited by 1
Exploring How COVID-19 Shapes the Professional Identities of South African Student Teachers
Arnold, L., & Groenewald, E. (2022) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.21.4.17 · Cited by 3
La conquista de la salul laboral de los docentes universitários em el horizonte de transformaciones del oficio
Pujol, A. (2022) · Simpósio Internacional Trabalho, Relações de Trabalho, Educação e Identidade (SITRE) · doi:10.47930/1980-685x.2022.3201 · Cited by 1
Individual learning strategies and other characteristics of e-learning in the first phase of online learning during the COVID-19 pandemic
Smoter, K. (2022) · e-mentor · doi:10.15219/em95.1568 · Cited by 1
Gender-based and grade-level mapping of student genetic literacy in the midst of the covid-19 pandemic
Yanuar, A. D., Wahyuni, S. I., Fatmawati, D., Husamah, H., Waluyo, L., & Fauzi, A. (2022) · Biosfer · doi:10.21009/biosferjpb.26226 · Cited by 1
Studieren in den Zeiten der Pandemie
Imhof, M. (2022) · Springer eBooks · doi:10.1007/978-3-658-37943-8_22 · Cited by 1
Yükseköğretim Perspektifinden Covid-19 Pandemi Sürecinde Matematik Eğitimi
Hangül, T., & ÇEZİKTÜRK, Ö. (2022) · Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi · doi:10.17240/aibuefd.2022.22.74506-971617 · Cited by 1
Sintomatología de inatención e hiperactividad y su relación con el rendimiento académico en universitarios de primer semestre
Diaz, R. G. (2022) · Aportes · doi:10.56992/a.v1i32.380 · Cited by 1
The effect of COVID-19 pandemic on respiratory therapy students’ clinical practice: a cross-sectional study
Baoum, A. J., Hadidi, E. A., Alharbi, R., Khan, M. A., & Hakami, A. Y. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04340-y · Cited by 1
Challenges of Nursing Students in Online Synchronous Collaborative Learning Tasks
Narvaez, R. A., Topacio, R., Alamo-Lim, E., Verosil, G., & Gumabay, M. V. N. (2023) · International Journal of Computing Sciences Research · doi:10.25147/ijcsr.2017.001.1.96 · Cited by 1
Gifted Irish students’ perception of academic experiences during the pandemic
McDonnell, R., Cross, J. R., O’Reilly, C., Cross, T. L., Hinch, L., & Mishra, A. (2023) · Gifted and Talented International · doi:10.1080/15332276.2023.2261235 · Cited by 1
“Singh et al. (2020) and Gonzalez et al. (2020) further corroborated this with both their studies indicating that online learning had a positive effect on student academic performance and indicated that some students preferred this method of learning to in-person classes.”
Result
Assessment academic performance in online courses: a multivariate model
Kaizer, B. M., Zerbini, T., & de Paiva, A. P. (2023) · Cuadernos de Educación y Desarrollo · doi:10.55905/cuadv15n10-082 · Cited by 1
Actividad física y estados emocionales en universitarios durante el confinamiento por COVID-19
Campos-Gil, A. F. (2023) · Cuadernos de Psicología del Deporte · doi:10.6018/cpd.480641 · Cited by 1
Factors Affecting the Online Learning Outcomes of Higher Educational Institutions in Nepal
Duwal, B. R. (2023) · International Research Journal of Management Science · doi:10.3126/irjms.v8i1.60695 · Cited by 1
Teacher candidates’ experiences of emergency remote assessment during COVID-19
Asamoah, D., Baidoo-Anu, D., Quainoo, E. A., Gyamerah, K., Amoateng, E. Y., & Sasu, E. O. (2024) · SN Social Sciences · doi:10.1007/s43545-024-00855-3 · Cited by 1
“Gonzalez et al. (2020) have argued that lower scores in remote assessment could stem from changes in the assessment format.”
Influential
Approaching literary texts via online learning during COVID-19 pandemic in Jordan: Challenges and obstacles
Salam, W., & al-Salahat, O. F. (2024) · E-Learning and Digital Media · doi:10.1177/20427530241232494 · Cited by 1
“In a study (Gonzalez et al., 2020) aimed to analyze the in ﬂ uence of COVID-19 con ﬁ nement on students ’ performance, students showed a positive impact for using online learning at Auto ’ noma University in Spain.”
Can we learn together? Challenges and opportunities of teaching public administration in a binational classroom in Latin America during the COVID-19 pandemic
Pliscoff, C., & Sanabria‐Pulido, P. (2024) · Teaching Public Administration · doi:10.1177/01447394241248323 · Cited by 1
“Evidence indicates that this change positively or negatively affects students ’ learning outcomes (Alhammadi, 2021; Gonzalez et al., 2020; Yaghi, 2022).”
Was “Returning to Normal” More Effective? Comparing Online and Offline Learning in English as a Foreign Language
Topping, K. J., Erokhova, N. S., & Sokolova, N. (2024) · Education Sciences · doi:10.3390/educsci14070731 · Cited by 5
Secondary School Learners' Experiences During COVID-19 in Africa and Beyond
Mpolomoka, D. L., Mwaka, P., & Mandyata, J. M. (2024) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/979-8-3693-1507-1.ch006 · Cited by 1
Exploring Factors Affecting the Evaluation of Online Learning Services. Evidence from a Social Science Bachelor’s Degree
Primerano, I., Giordano, G., & Vitale, M. P. (2024) · Springer proceedings in mathematics & statistics · doi:10.1007/978-3-031-65699-6_20 · Cited by 1
Access, Supports, and Performance in Dual Enrollment: A COVID-19 Case’s Implications for Equity
Giani, M., Khandekar, S., & Porter, J. (2025) · AERA Open · doi:10.1177/23328584251327161 · Cited by 3
“Even though prior studies found that student achievement accelerated during the COVID-19 lockdowns in some online learning contexts (Gonzalez et al., 2020; Meeter, 2021; Spitzer & Musslick, FIGURE 2.”
Student perceptions of COVID-19 challenges affecting student motivation, well-being, and success in undergraduate education
Prather, J. F., McCoy, D., Heaney, A., Smith, L. A., Grimes, E., Bloomston, N. A., & Courtney, N. (2025) · PLoS ONE · doi:10.1371/journal.pone.0324832 · Cited by 1
“Therefore, these lessons will be especially helpful as educators continue to improve the ways in which we engage students through distance learning opportunities [13,14,17].”
Effects of the COVID-19 pandemic on academic success in higher education
Bassleer, M., Schelfhout, S., Fonteyne, L., Caen, M., Bourdeaudhuij, I. D., Dirix, N., & Duyck, W. (2025) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-025-09456-x · Cited by 3
“The results of the higher education pandemic studies are mixed, showing no academic success differences (El Said, 2021), learning losses (Bird et al., 2022; De Paolo et al., 2022; Orlov et al., 2021) and learning gains (Gonzalez et al., 2020; Iglesias-Pradas et al., 2021; Rodríguez-Planas, 2022).”
During Times of Disruption
Ateş, Ö. (2021) · Advances in mobile and distance learning book series · doi:10.4018/978-1-7998-6557-5.ch016 · Cited by 1
FuzzyQoI-Based Estimation of the Quality of Interaction in Online Learning Amid Covid-19: A Greek Case-Study
Dias, S. B., Hadjileontiadou, S. J., Diniz, J. A., & Hadjileontiadis, L. J. (2021) · Communications in computer and information science · doi:10.1007/978-3-030-73988-1_19 · Cited by 1
Online learning experience of the master of TESOL students during Covid-19 closures
Thu, L. T. T. (2020) · HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES · doi:10.46223/hcmcoujs.soci.en.10.2.1326.2020 · Cited by 1
What are the main areas of research on COVID-19?
Cifuentes‐Faura, J. (2021) · Postgraduate Medical Journal · doi:10.1136/postgradmedj-2021-140156 · Cited by 1
Acceptability and challenges of online assessment at ZCAS University during the COVID-19 ERA
Kayombo, K. M., & Mwiinga, B. (2021) · ACADEMICIA An International Multidisciplinary Research Journal · doi:10.5958/2249-7137.2021.01086.7 · Cited by 1
Spatial analysis of COVID-19 and socio-economic factors in Sri Lanka
Perera, R., Weligampola, H., Marikkar, U., Sritharan, S., Godaliyadda, R. I., Ekanayake, P., Herath, V. R., Rathnayake, A., & Dharmaratne, S. D. (2021) · Moratuwa Engineering Research Conference (MERCon) · doi:10.1109/mercon52712.2021.9525771 · Cited by 1
Pandemic Software Development: The Student Experiences from Developing a COVID-19 Information Dashboard
Koh, B., Shahin, M., Ong, A., Yeap, S. Y., Saxena, P., Singh, M. P., & Chen, C. (2021) · Asia-Pacific Software Engineering Conference (APSEC) · doi:10.1109/apsec53868.2021.00036 · Cited by 1
Back to what? What STEM and Health teaching academics learnt from COVID-19
Bridge, C., Loch, B., Horey, D., Julien, B. L., Thompson, B., & Agolli, J. (2021) · Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) · doi:10.14742/ascilite2021.0140 · Cited by 1
Merancang Model dan Media Pembelajaran Online untuk Pengajaran Matematika di Pendidikan Tinggi
Arbain, A., & Salim, S. (2021) · JKPM (Jurnal Kajian Pendidikan Matematika) · doi:10.30998/jkpm.v7i1.11313 · Cited by 1
Creating a Virtual International Research Experience
López-Uribe, M. M., Urbina, J., Mejía, A., Duque, L. O., Riaño-Jimenez, D. A., Cure, J. R., Ramos, V., Martel, C., Fuentes, J. D., & González, V. H. (2022) · American Entomologist · doi:10.1093/ae/tmac017 · Cited by 1
An Assessment of the Pandemic Period on Art and Design in Higher Education in Turkey
Uluçay, N. Ö., Müezzinoğlu, M. K., & KARAKAYA, B. (2022) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-9538-1.ch010 · Cited by 1
Blended Learning and Teaching in Higher Education: An International Perspective
Ligorio, M. B., & Amenduni, F. (2022) · MDPI eBooks · doi:10.3390/books978-3-0365-3508-1 · Cited by 1
A Reflective Account of the Changes due to the Covid-19 Pandemic on Teaching and Digital Education within an HEI
Detyna, M., & Koch, M. (2022) · Journal of Education and Training Studies · doi:10.11114/jets.v10i3.5481 · Cited by 1
Social Impact of Digital English Language Learning Environments
Aloka, P. J. O. (2022) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-6684-4205-0.ch010 · Cited by 1
The Principal's Role in Creating a School Climate with Noble Moral Nuances during a Limited Face-to-Face Period
Denti, S. (2022) · Ruhama Islamic Education Journal · doi:10.31869/ruhama.v5i2.3662 · Cited by 1
The Creation of Emergency Teaching and Learning Environments
Carvalho, P. (2022) · Advances in mobile and distance learning book series · doi:10.4018/978-1-6684-6071-9.ch008 · Cited by 1
MINORITY EDUCATION DURING THE PANDEMIC: THE CASE OF THE SLOVENE MINORITY IN ITALY
Doz, D., & Štemberger, T. (2023) · Turkish Online Journal of Distance Education · doi:10.17718/tojde.970687 · Cited by 1
Avoidance as an exit door for international students in dealing with information overload during the pandemic
Hafiar, H., Prastowo, A. A., Kadiyono, A. L., Amin, K., & Musa, H. G. (2022) · Cypriot Journal of Educational Sciences · doi:10.18844/cjes.v17i12.7968 · Cited by 1
Propiedades psicométricas de la Escala de Carga de Trabajo en profesores ecuatorianos
Méndez-Toledo, F. A., Martínez-Blanco, Y. E., & Chaparro, J. E. T. (2022) · Propósitos y Representaciones · doi:10.20511/pyr2022.v10n3.1357 · Cited by 1
A STUDY ON RESILIENCE DURING THE FIRST WAVE OF COVID-19 IN INDIA
Adak, C., Panda, B. K., & Sinha, M. (2022) · Towards Excellence · doi:10.37867/te140295 · Cited by 1
Virtual Flipped Classroom: English as a Second Language (ESL) Learners’ Decision-Making Styles in Academic Reading
Othman, K., & Rahman, S. F. A. (2023) · International Journal of Academic Research in Business and Social Sciences · doi:10.6007/ijarbss/v13-i3/16501 · Cited by 1
Quality of Science Learning Services in The Covid-19 Pandemic
Andrias, A., Darnawati, D., & Tarifu, L. (2023) · Jurnal Penelitian Pendidikan IPA · doi:10.29303/jppipa.v9i3.3237 · Cited by 1
Exploring South African university academics’ level of preparedness for emergency multimodal remote teaching during the COVID-19 pandemic
Ugwuanyi, C. S., Okeke, C. I. O., & Alex, J. K. (2023) · Perspectives in Education · doi:10.38140/pie.v41i2.6272 · Cited by 1
Être étudiant avant et pendant la crise sanitaire
Michaut, C., & Poullaouec, T. (2023) · La Documentation française eBooks · doi:10.3917/ldf.belgh.2023.01.0087 · Cited by 1
Examinee Authentication Using Multiple Types of Touch Gestures for Proxy Detection in Online Examinations
Yasuda, S., & Ogata, H. (2023) · Information and Technology in Education and Learning · doi:10.12937/itel.3.1.reg.p002 · Cited by 1
“Eu estou me sentindo esgotada”
Giongo, C. R., Perez, K. V., & Ribeiro, B. C. (2021) · Revista Gestão & Saúde · doi:10.26512/gs.v12i02.38766 · Cited by 1
An Exploratory Study on the COVID-19 E-learning on Students Academic Performance: The Case of the University of Ghana Business SchoolPreprint
Acheampong, J. O. (2022) · Research Square · doi:10.21203/rs.3.rs-1873729/v1 · Cited by 1
Culturally-relevant Educational Leadership during Times of Uncertainty: Perspectives of Women Leaders in Southern PhilippinesPreprint
Cimene, F. T. A. (2023) · doi:10.31219/osf.io/ve7td · Cited by 1
A távolléti oktatás hatásai a ProgCont rendszerre: Effects of distance education on the ProgCont system
Kádek, T., & Biró, P. (2020) · Energetika-Elektrotechnika – Számítástechnika és Oktatás Multi-konferencia
Focus of the Youth in Action Program as an Aid to Higher Education at the University Francisco of Paula Santander Ocaña
RINCON, I. K., & TJPRC (2020) · International journal of mechanical and production engineering research and development · doi:10.24247/ijmperddec202062
Students’ performance in French subjects in the COVID-19 confinement
Sanz, G. C., Casadomet, A. G., Marnet, B. M., Berlanga, L., Tordesillas, M., Perez-Ruiz, S., & Gómez, S. (2020) · Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'21) · doi:10.1145/3434780.3436690
CURRENT FORMS OF TEACHER-SHAMING IN DISTANCE LEARNING DURING THE COVID-19 PANDEMIC
Kaliba, M., & Ambrožová, P. (2021) · INTED proceedings · doi:10.21125/inted.2021.0700
VIRTUAL LEARNING AND ITS IMPACT ON STUDENTS’ DEVELOPMENT
Cieslak, V. (2021) · INTED proceedings · doi:10.21125/inted.2021.1596
Still Open During the Covid-19 Lockdown: An Analysis of Online Students’ Engagement with the Virtual Campus
Minguillón, J., Meneses, J., Calvo, A., Serres, J., & Aracíl, X. (2021) · EDEN Conference Proceedings · doi:10.38069/edenconf-2021-ac0041
“During lockdown, some of these commitments were also affected, so the students had more available time to study and participate in the proposed learning activities (Gonzalez et al., 2020).”
Teaching Operating Systems in the Time of COVID-19
Anguiano, E., Carro, R. M., Ortigosa, Á., & Rodrı́guez, P. (2021) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon46332.2021.9453946
CS-Students’ Behavior in Times of Corona
Salhofer, P. (2021) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon46332.2021.9454153
COVID-19 Pandemic: Differences in Stress and Resilience Levels based on Gender and Sexual Orientation.
Judge, K. (2021) · Utrecht University Repository (Utrecht University)
A generalized forecasting solution to enable future insights of COVID-19 at sub-national level resolutionsPreprint
Marikkar, U., Weligampola, H., Perera, R., Hassan, J., Sritharan, S., Jayatilaka, G., Godaliyadda, R. I., Herath, V. R., Ekanayake, P., Ekanayake, J. B., et al. (2021) · arXiv (Cornell University) · doi:10.48550/arxiv.2108.09556
Opinion of medical students on online classes during covid 19 pandemic
Nagasrilatha, B., & Kammineni, A. (2021) · Journal of Education Technology in Health Sciences · doi:10.18231/j.jeths.2021.013
Pandemics & Technology Engagement: New Evidence from m-Health Intervention During COVID-19 in IndiaPreprint
Rathi, S., Chakrabarti, A. S., Chatterjee, C., & Hegde, A. (2021) · SSRN Electronic Journal · doi:10.2139/ssrn.3935242
Enfoques y herramientas para la enseñanza de la Termodinámica Técnica durante la pandemia de COVID-19: retos y oportunidades
Peña, M. B. M., Bailera, M., Zabalza, I., & Zalba, B. (2021) · Congreso de Innovación Educativa y Docencia en Red (IN-RED) · doi:10.4995/inred2021.2021.13801
The Effects of the Covid-19 Pandemic on the Career Goal Feedbacks of University Students
UÇKUN, S., & KANDEMİR, A. Ş. (2021) · Bingöl Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi · doi:10.33399/biibfad.878430
Program improving autonomy and scientific research in remote education
Venegas-Claros, J. M. L., Gonzales-Sánchez, A. D. C., Valenzuela-Fernández, L. A., Visurraga-Agüero, J., & Luy-Montejo, C. (2021) · Revista on line de Política e Gestão Educacional · doi:10.22633/rpge.v25iesp.3.15286
Leading Remotely During the COVID-19 Pandemic: Implications for Faculty Activities and Teamwork
Hamid, S. (2021) · Springer eBooks · doi:10.1007/978-3-030-76591-0_10 · Cited by 1
Distance Education Experiences of First-Year Undergraduate Students
Küçükaydın, M. A. (2021) · Advances in knowledge acquisition, transfer, and management book series/Advances in knowledge acquisition, transfer and management book series · doi:10.4018/978-1-7998-8283-1.ch009
Object handling workshops in an online teaching environment
Clarke, J. (2021) · Journal of Learning Development in Higher Education · doi:10.47408/jldhe.vi22.742
COVID-19 Innovation Approach to Support Wellbeing, Anxiety, and Depression Through Gaming Technologies
Costello, R. (2021) · International Journal of Organizational and Collective Intelligence · doi:10.4018/ijoci.2022010103
Assessment for an Unprecedented Education
Victorița, T. (2021) · Advances in linguistics and communication studies · doi:10.4018/978-1-7998-8247-3.ch008
The Impact of COVID-19 on Postgraduate Students
Khalid, S. A., Rahman, N. A., Yusof, R., & Nasirun, N. (2021) · Journal of Finance Business and Management Studies · doi:10.26713/jfbms.v1i1.1773
Evaluation of students’ results from Quantitative methods in marketing during COVID-19 pandemic: Case study
Vargová, M. (2021) · Mathematics in Education Research and Applications · doi:10.15414/meraa.2021.07.02.63-72
Risk Factors Associated with Poor Computer-based Testing (CBT) Scores - Comparing Students’ Performance “Without/With COVID-19” and Backgrounds –
Tomiki, Y., Nasu, M., Endo, A., Sekine, M., Watanabe, M., Wada, H., Nishizaki, Y., SUZUKI, T., & Okada, T. (2022) · Juntendō Igaku/Juntendo igaku · doi:10.14789/jmj.jmj21-0037-oa
“Flavours in Ead” an Innovative Concept and Approach for an Intuitive and Effective E-learning Course
Barbas, M. P., & Matos, P. (2021) · International Journal of Research in E-learning · doi:10.31261/ijrel.2021.7.2.07
The Impact of Remote Learning on College Students’ Workload and Productivity during the COVID-19 Pandemic
Kuang, B., Tian, C., Wu, H., Chen, Y., & Debs, L. (2022) · ASCE Construction Research Congress (CRC) · doi:10.1061/9780784483985.020
IMPACT OF COVID-19 PANDEMIC ON SOCIAL, PSYCHOLOGICAL AND MENTAL HEALTH AMONG UNIVERSITY STUDENTS IN INDIA: A CROSS SECTIONAL ELECTRONIC SURVEY
Rathi, K., Pal, T., Singh, C., RiHka, R., Soni, S., Sharma, A., & Rathi, B. (2022) · GLOBAL JOURNAL FOR RESEARCH ANALYSIS · doi:10.36106/gjra/6504232
Digital skills of Valencian university students
Irles, D. L., Segura, J., Pedregal, A. M. N., Saumell-Castelló, C., & Akita-Udrea, M. (2022) · International Conference on Higher Education Advances (HEAd) · doi:10.4995/head22.2022.14558
Effect of Transparency in Different Modalities
Wickramage, N. (2022) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-9549-7.ch009

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.
ORCID: Subirats, Laia
Fort, Santi
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)
DOI: 10.1371/journal.pone.0239490
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: cc-by
creativecommons.org/licenses/by/4.0/ (vor)
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Influence of COVID-19 confinement on students’ performance in higher education

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Self-check

Citations

Cites

Cited by

Related

Metadata

Record

About these checks