User:Sguag1/sandbox

Copied from "Impact of the COVID-19 Pandemic on Education"

The impact on academic integrity has been observed around the world. A rise in contract cheating and academic file-sharing, and exam cheating were identified as particularly problematic.

Many institutions turned to commercial services to take over exam proctoring, but almost immediately concerns were raised about student privacy, surveillance, and the impact on student mental health. This led to a rise in student protests in a number of countries against the use of commercial e-proctoring services.

My Changes

The impact on academic integrity has been observed all over the world. A rise in contract cheating, academic file-sharing, and exam cheating were identified as particularly problematic. Due to the fact that learning is mostly remote since the start of COVID-19 in March, cheating has been easier than ever. There is no remorse from students since attitudes have shifted away from prioritizing education over other things.

Many institutions turned to commercial services to take over exam proctoring, but almost immediately concerns were raised about student privacy, surveillance, and the impact on student mental health. This led to a rise in student protests in a number of countries against the use of commercial e-proctoring services.

The lack of student to teacher interaction has also led students to feel less passionate about the integrity of their work. This leaves students to turn in half-completed assignments, get the answers from their friends in class, or turn in nothing at all simply because education has become less important due to COVID-19.

MY SOURCES:

- add to second paragraph right after the cheating in March.

- talks about some of the reasons kids don't want to and/or can't log into online classes

- some of the feelings students have had with trying to bond with their teachers through online classes

Copied from "Impact of the COVID-19 Pandemic on Education" (undergraduate paragraph)

The closure of colleges and universities has widespread individual, organisational, and learning and teaching implications for students, faculty, administrators, and the institutions themselves. The initial period of rapid adaption during 2020 contained three primary responses to COVID-19: minimal legal response, delayed commencement of study periods, and rapid digitalization of curriculum.

My Changes

The closure of colleges and universities has widespread individual, organizational, learning, and teaching implications for students, faculty, administrators, and the institutions themselves. The initial period of rapid adaptation during 2020 contained three primary responses to COVID-19: minimal legal response, delayed commencement of study periods, and rapid digitalization of curriculum. Thoughts about what to make of this situation resulted in optional learning online or in person depending on what the university declared as being mandatory.

Add new paragraph about college students themselves at the end of this section

Apart from colleges losing vast amounts of income, undergraduate students themselves have lost vast amounts of imperative education due to COVID-19. With the lack of regular education amongst all students, learning seems harder to manage. Before the COVID-19 pandemic, college students would have in-person classes, in-person office hours, and in-person extracurricular activities. However, the pandemic has created an atmosphere where students who have an idea about their future occupation, are learning essential information behind a screen. These changes have made focusing on classes built around a students selected major very difficult, as they are not experiencing what they are passionate about to the fullest extent. The result of this is lost passion for specific subjects, the inability to focus on crucial information, and tainted academic integrity all over.

MY SOURCES:

- the different ways universities are handling COVID-19 restrictions

- income loss

- lost education

- lack of focus for online classes