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Sarfraz, M., Hussain, G., Shahid, M., Riaz, A., Muavia, M., Fahed, Y. S., Azam, F., & Abdullah, M. T. (2022a). Medical Students’ Online Learning Perceptions, Online Learning Readiness, and Learning Outcomes during COVID-19: The Moderating Role of Teacher’s Readiness to Teach Online. International Journal of Environmental Research and Public Health, 19, 3520.
https://doi.org/10.3390/ijerph19063520

has been cited by the following article:

• TITLE: Factors Affecting the Student Performance during the COVID-19 Pandemic

  AUTHORS: Ling Li

  KEYWORDS: Online Learning, COVID-19, Student Performance, Mental Health, Well-Being

  JOURNAL NAME: Open Journal of Social Sciences, Vol.10 No.7, July 29, 2022

  ABSTRACT: In 2019, the wide COVID-19 outbreak had noxiously compelled the global educational institutes to experience the irrefutable impacts of the pandemic on students’ academic performance. The destructing COVID-19 emergencies have colossally elevated the concerns of individuals regarding the students’ perspective. The compounding outbreak challenges have made the global institutes alter the learning trends, thus inevitably impeding the students’ learning performance. This abrupt situation has encouraged the institutes to embrace e-learning protocols, ultimately recording a severe toll on students’ social and psychological well-being. In this regard, this empirical paper help to understand that the entire COVID-19 teaching has profoundly changed the learning environment, thereby bringing the unprecedented influence of COVID-19 fear, digital inaccessibility, teaching capability, psychological well-being, and work-life conflict to influence the students’ performance. Considerably, this abrupt shift from conventional pedagogy to digital learning demands that institutions should restore the global educational standards to enhance student learning performance. However, in owning to such factors of increasing vulnerabilities, a positive government attitude is needed to overcome the gap existing due to the online shift in conventional learning. Significantly, the paper suggests that academicians and practitioners should redefine their educational definitions, substantially making these novel technologies combat the emerging learning challenges.