Literature Review

Introduction 

For this study, a variety of literature and research was reviewed on the effects and outcomes of the COVID-19 pandemic on post-secondary institutions and students. The articles address mental health and equity, diversity, and inclusivity (EDI) supports available to students during the pandemic and provide recommendations to post-secondary institutions on adapting to the post-pandemic new normal to meet students’ needs and expectations. 

In the studies, a common concern is student access to mental health services during and after the pandemic. Furthermore, targeted mental health supports need to be designed to assist on-campus as well as home-based online students, as social and community connectivity is critical for improved psychological health. Flexible academic accommodations and promoting communities of learning with improved communication between students and instructors will help students cope with changing learning environments. 

The impact of the pandemic necessitated a move to online learning, which reshaped traditional classroom dynamics at a rapid pace. This proved challenging for educators to adapt to new technologies and online platforms. Issues of equity, privacy, and surveillance emerged. As a result, educators developed creative assessments, provided access to texts, and implemented digital classroom collaboration. Technological barriers, limited device access, and limited digital literacy were significant challenges for students and educators. 

Mental Health Factors 

A qualitative Investigation of Positive and Negative Impacts of the COVID-19 Pandemic on Post-Secondary Students’ Mental Health and Well-Beingⁱ 

The primary focus of this study is to understand the differential impacts on students’ mental health and well-being. This study was based on student responses at the University of Toronto, Ontario. In their study, they noted that students without pre-existing mental health concerns experienced a more significant increase in academic and social isolation. Yet, those with pre-existing mental health concerns managed their existing coping strategies more sufficiently. Their study recommends increased institutional support for all students, focusing on developing coping strategies and providing flexible learning environments.  Additionally, the increasing support systems for students with pre-existing mental health issues and implementing support systems and strategies for students that have had no previously diagnosed mental health concerns. The study also suggests that the implementation of hybrid models of learning will support the diverse range of student preferences and needs. 

The Ewing et al. (2022) study emphasizes that students thrive in different learning environments. Some prefer face-to-face instruction, while others favour online learning. Implementing hybrid courses is suggested as a beneficial approach to catering to diverse preferences. The findings highlight that hybrid courses could provide both pedagogical and organizational benefits for students and institutions.  This study concludes that while many students experienced significant challenges with online learning during the pandemic, they preferred in-person and online instruction. Institutions are encouraged to maintain flexible course delivery options, including hybrid models, to enhance student satisfaction and support diverse learning needs.  

Emerging Evidence on Post-Secondary Student Mental Health During the COVID-19 Pandemicⁱⁱ 

This study is based on evidence obtained from a Canadian national survey conducted by the Campus Mental Health Community of Practice from the Canadian Association of College and University Student Services (CACUSS).  It highlights the importance of using the National Standard to advance student mental health and well-being. It calls attention to the need for supportive learning environments, accessible mental health supports, more effective coping strategies and inclusive practices in education. The study recommends the creation of supportive, safe and inclusive environments, integrating mental health needs into academic structures and that academic institutions should provide psychoeducation on healthy coping strategies for students. In addition, the implementation of resilience and well-being programs should be made available to students along with timely and well-organized accessible mental health services that are culturally contextualized both on-site and in the community. Moreover, continual collection of student feedback on stress factors is advised. Student services should include counselling staff that have competencies in equity, diversity and inclusion and established flexible policies to support marginalized students. 

Lessons from Zoom University: Post Secondary Student Consequences and Copingⁱⁱⁱ 

This study, based out of Western University in London, Ontario, Canada, highlights the importance of fostering communities of learning and meaningful relationships between students and instructors. The pandemic has underscored the need for better mental health support and flexible academic accommodations. Institutions should focus on building strong, supportive communities to aid students in coping with future disruptions and changes. Moreover, institutions should ensure formal resources are more accessible and must support student-driven online communities. Extra effort will be needed to support students in transitionary phases, and the long-term impacts of the pandemic on their academic and social lives must be addressed. 

In comparing in-person, online, and hybrid learning methods, student preferences are shaped by various academic and interpersonal factors. Students faced increased social isolation and difficulty forming and maintaining academic and social communities with online learning, yet it also gave students flexibility through asynchronous learning. Digital platforms such as Zoom or Discord helped maintain some degree of social interaction, and some students preferred online counselling services for their anonymity. In-person learning increases a sense of community and provides strong psychological and social benefits, with in-person interaction seen as integral for building relationships essential to learning.  Hybrid learning provides the flexibility of online learning and the benefits of community interaction with in-person learning. Students reported that institutions often failed to provide proper accommodations, particularly in practical or lab-based courses and that, at times, added confusion and reduced the quality of education. 

Overall, student format preferences were influenced by the balance between flexibility, structure-, and interpersonal connections. Online learning provided much-needed flexibility but lacked the community support found in in-person formats, while hybrid models offered a mixed experience regarding course structure and institutional support.  

Post-secondary Student Mental Health During COVID-19: A Meta-Analysis^iv 

The study, based out of the University of Calgary in Calgary, Alberta, highlights the need for continued access to mental health services for post-secondary students during and after the pandemic. The comprehensive analysis provides valuable insights into the mental health challenges students face and can guide the implementation of targeted support measures.  Institutions must provide targeted mental health support to students, particularly during times of crisis. The study recommends further research on mental health difficulties during times of crisis, such as the pandemic, such as longitudinal studies that track changes in anxiety and depression over time. They note that post-secondary students were at an increased risk for mental health difficulties during the pandemic. This study calls for increased mental health services for in-person and online learning modes, including telemental health options. Institutions should provide students with psychoeducational materials and other mental health resources, including promoting sleep hygiene and establishing routines and exercise.  

Administratively, the implementation of flexible academic accommodations such as flexible deadlines and virtual lecture options will help students experiencing severe mental distress. Further studies will help institutions develop effective intervention methods. The study also recommends allocating funding for students to access mental health services on campus and in the community.  They state that providing financial and social support, such as income supplements and social support services (e.g., peer support groups and helplines), will reduce stress and help prevent mental illness in students. 

Equity, Diversity and Inclusion 

Accessing Education: Equity, Diversity and Inclusion in Online Learning^v 

The Okanagan College, British Columbia study explores how online and hybrid learning environments impact equity, diversity and inclusion (EDI) in Canadian post-secondary education. The objective was to assess how online education has facilitated learning, particularly for marginalized groups during and after the COVID-19 pandemic. In their findings, online and hybrid learning presented challenges and opportunities for EDI. Through their open-ended 2022 Spring National Survey, they found that one of the main obstacles was sufficient access to online courses. Some marginalized students faced barriers due to a lack of access to technology and reliable internet connections. Furthermore, limited access to study spaces, remote locations and economic factors created barriers.  

The study recommendations include institutions improving access to technology and the internet. Institutions could provide grants for students in need and offer low-bandwidth options. Various technological methods could be implemented, such as closed captioning and text or audio descriptions for those with visual impairments. Partnerships with organizations such as ‘Computers for Success Canada’ can increase access to technology.  Administratively, institutions could provide pedagogical and technological training for faculty and develop institutional guidelines for the ongoing use of technology in teaching. Courses developed should include a universal design for learning (UDL) and incorporate open educational resources (OER). They also recommend that institutions design flexible learning options responsive to learner needs and support HyFlex learning with sufficient resources to make class meetings and materials available for online or in-person learning. The study concludes that institutions must prioritize EDI in their policies and practices, considering reconciliation, decolonization and Indigenization.  

The survey results indicate that more than 75% of universities and 63% of colleges reported that students favoured online, or hybrid courses compared to pre-pandemic levels, driving a sustained increase in these offerings. However, a significant need for support in course design, technology, and addressing students’ diverse needs remains critical for these formats to succeed.  

Online Learning is a Rollercoaster: Postsecondary Students with Learning Disabilities Navigate the COIVID-19 Pandemic^vi   

The research was obtained using a phenomenological approach to analyzing six students from western Canada with learning difficulties (LD). The researchers examined the lived experience of these undergraduate students during the Fall 2020 semester of the COVID-19 pandemic while taking online courses exclusively.  According to the study’s recommendations, better support systems and accommodations for students with LD in online learning environments are needed. Academic and emotional support should be provided to these students, including educators providing various online communication modes. To reduce student stress and isolation, student engagement can be enhanced using chat functions, break-out rooms, and incorporating interactive presentation software. Students with LD may struggle with learning environments primarily based on written communication (p11). Along with course design, educators should ensure there are flexible communication options between faculty, students and administrators (p.12). Clear guidelines for students accessing accommodations, additional professional development for instructors and universal design principles are required to improve access and learning environments for the marginalized and those with LD. Further inclusivity is to be included in online courses to ensure equity and accessibility, and institutions must invest in ongoing attention and adaptations to their programs. Generally, students with LD preferred in-person learning for its social and structured benefits, though online learning provided some flexibility in certain contexts. However, online learning was challenging for many LD students without sufficient accommodations.  

Overall, student preferences ranged from 39%, who preferred all courses in person, to 38%, who opted for some courses online and some in person, 18%, who favoured hybrid classes, which include a mix of online and in-person features, and 5%, who expressed a desire to take all courses online. Of note, students from lower-income households strongly preferred a mix of online and in-person courses, as these options provided more flexibility due to competing priorities such as employment and family responsibilities. On the other hand, higher-income students showed a preference for in-person classes.  The study found that many students reported that online delivery impacted their learning. Approximately 90% indicated that taking most or all their courses online had adverse effects. Challenges included keeping focus and impediments in communicating effectively with peers and instructors.  

Student preferences are evolving despite the low satisfaction with online learning outcomes. Many students are open to incorporating online learning into their future educational experiences, suggesting they value flexibility.  As a result, the report recommends postsecondary institutions consider extending options for online and hybrid learning, where students can choose course formats that suit their individual needs and circumstances. 

Ontario Learning During the COVID-19 Pandemic: experiences of Ontario First-Year Postsecondary Students in 2020-21^vii 

Derived from the survey study of 565 Ontario-based students transitioning from high school to postsecondary education during the fall 2020 intake, the pandemic highlighted and exacerbated existing challenges in the transition to postsecondary education for these first-year students. As part of the study outcome, it recommends that institutions take an active role in helping students develop time management, organization, and virtual communication skills to be successful in postsecondary studies. Expanding bridging programs for transitionary students will help address gaps in K-12 learning, particularly for students enrolled primarily in science, technology, engineering or math programs (STEM) entering postsecondary institutions. Further, the study recommends integrating Universal Design for Learning (UDL) principles for all courses and services to reduce learning barriers (p.5). Institutions should continue to extend online and hybrid learning options that offer flexible course formats to better accommodate students’ diverse needs and priorities. It is also noted that ongoing data collection is necessary to monitor the long-term impacts of the pandemic on student success and satisfaction. Students’ satisfaction and success will increase by addressing these challenges through skill development, flexible learning options and inclusive teaching practices.  

A significant percentage of students (78%) found recorded lectures helpful for academic success, as they allowed students to revisit complex material at their own pace.  Students also preferred online, asynchronous participation, allowing them to access course materials and lectures conveniently. Although the overall preference for students was a mix of formats, some students found live lectures and real-time participation provided engagement opportunities and interaction with instructors and peers beneficial.  Flexible assessment options were also popular with the study participants, such as providing a choice between tests, presentations or papers. For example, features like open-book exams and low-stress assessments received positive feedback. It is also noted that ongoing data collection is necessary to monitor the long-term impacts of the pandemic on student success and satisfaction. Students’ satisfaction and success will increase by addressing these challenges through skill development, flexible learning options and inclusive teaching practices.  

These technologies and strategies highlight the importance of adaptability in educational settings, ensuring that students are supported in their learning journeys, regardless of the delivery method chosen.  

Reclaiming the Technology of Higher Education for Teaching Digital Writing in a Post-Pandemic World^viii 

This special issue report utilized papers from digital writing instructors and looks at how the pandemic created an abrupt move to online teaching, reshaping traditional classroom dynamics. Because of this, educators had to adapt quickly to new technologies such as Zoom and other online platforms. Issues of privacy, equity and surveillance became prominent.  Educators responded by developing creative assessments, improving text access and enhancing classroom collaboration. The emergence of AI writing tools such as ChatGPT has further complicated the landscape of digital writing. Tools such as these can potentially reshape digital literacy and the role of educators. 

The report suggests that in addressing equity and access, practitioners should be vigilant about equity and access issues when engaging with digital teaching platforms. They should evaluate how these platforms affect collaboration, peer interaction and student autonomy. Digital tools can be used to promote the principles of collaboration and peer review.  A cautionary note is made with the integration of AI in student writing. Students must learn that AI tools can be used for ‘writing to learn’ but must avoid using the tools for ‘writing to report’ to ensure academic integrity (p. 12). With the implementation of AI tools in learning, institutions and instructors must fact-check AI-generated content to ensure accuracy. Where assignments are designed as exams or term papers, AI writing generator tools should be prohibited (p. 12). The effectiveness of AI-powered digital writing generators can be helpful for students learning to write in a digital world; however, these tools must be used appropriately (p.14). 

Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic era^ix 

This review paper incorporates many primary and secondary literature sources that delve into the impact of COVID-19 on education, online and distance learning. It notes that the impact of traditional education during the pandemic affected approximately 1.6 billion learners globally (p.1). Educators faced challenges in adapting teaching methods, maintaining student engagement, and providing effective feedback in virtual settings. As a result, new teaching strategies were developed using technological advancements, and issues of equity and access to technology became important for access to remote education. Technological barriers, limited device access and enhanced digital literacy were significant challenges. Critical issues that emerged included maintaining student engagement and addressing educational disparities. The study noted that learning management systems (LMS), such as Moodle, Canvas, and Blackboard, are foundational for remote education. Moreover, video conferencing and collaboration platforms are essential for synchronous communication and community building. It is suggested that creating a welcoming and inclusive virtual learning environment, including interactive technologies, multimedia content and peer interaction, is essential to enhance student engagement. It is also noted that online assessments require distinct approaches to ensure authenticity, security and student engagement.  

To incorporate EDI, institutions must develop robust digital infrastructures by prioritizing acquiring and expanding broadband infrastructure and providing reliable internet connectivity. Institutions must offer affordable internet access and distribute necessary devices to students from disadvantaged backgrounds. Institutions must also allocate resources for educator training in effective online learning design, learning management navigation and the utilization of digital tools. Ongoing professional development is required for educators to enhance their digital pedagogy skills and adaptive learning techniques. Standards and guidelines for online course design, delivery and assessment must be established to maintain the integrity and quality of online learning. These policies also protect student data and ensure secure online learning environments. Institutions must also implement transparency practices for data collection, storage and usage.  

It is recommended that evidence-based approaches that emphasize research and development initiatives to refine online education methods be utilized. Strategies that help students manage screen time, establish boundaries, and practice self-care will most effectively promote student digital well-being.  

The study encourages innovative teaching strategies, such as hybrid and blended learning models that combine in-person and online instruction. Utilizing AI data analytics to customize instruction to individual student needs and preferences is advised. Integrating gamified elements, such as Gamification and AR/VR, and immersive technologies to enhance student engagement and learning are effective tools. Using multimedia such as interactive videos, podcasts, simulations and quizzes augments learning and increases learning outcomes (p. 6). Further digital tools that could be included in pedagogical learning methods include communication and collaboration platforms such as Google Workspace, Microsoft 365, Slack, Adobe Creative Cloud, Prezi and Padlet. These tools foster creativity and supplement online learning (p. 8). With these additions, institutions must develop diverse assessment methods aligning with target learning outcomes. Providing prompt and meaningful feedback to support student learning and motivation is critical. The study concludes that institutions must develop comprehensive policies that support effective online teaching and learning that focus on equitable access, quality assurance, data security, inclusivity and continuous improvement of their policies and learning environments.  

Student preferences indicate an appreciation towards flexibility, but they also expressed a desire for a hybrid model that allows both in-person and remote learning; they preferred a balance between physical classroom interactions and the convenience of online tools. 

Teachers’ AI Digital Competencies and Twenty-First Century Skills in the Post-Pandemic World^x 

With the shift to online and blended learning during the COVID-19 pandemic, there has been an emergence of technologies utilized by educators and students. Educators and students have had to develop digital competencies with the rise in popularity and accessibility of digital formats. Artificial intelligence (AI) has increased in popularity in online learning. AI technologies can automate non-teaching tasks, enhance data analytics and optimize online teaching. AI-driven tools can personalize learning, provide intelligent tutoring and offer just-in-time feedback. It can also help teachers identify effective pedagogies, automate grading and generate assessments. Challenges with implementing AI technologies often stem from the lack of technical knowledge to use AI tools effectively. Moreover, ethical issues, such as privacy concerns and algorithmic bias, must be addressed. Although these are areas of concern for teachers, they must develop a positive attitude towards AI and understand its limitations.  

The study advises that for the effective implementation of AI in educational institutions, teachers must develop AI competencies, understand AI principles, use AI applications and address ethical concerns. The Digital Competence of Educators (DigCompEdu) framework focuses on professional engagement, digital resources, teaching and learning, assessment, empowering learners and facilitating learners’ digital competencies. P21’s framework for 21st-century learning emphasizes core subjects (reading, writing, arithmetic), learning innovation skills, information and media literacy and life and career skills (p.148).  

It is further recommended that ongoing professional development keep teachers updated with the latest technologies and that school infrastructures and digital equipment be upgraded to support AI-driven learning. Online technologies such as Metaverse, blockchain, and cloud computing complement AI learning experiences. 

The study’s results indicate that students showed a strong preference for hybrid models that blend the benefits of AI-enhanced online learning with fact-to-face interactions, offering them the best of both worlds—personalization and engagement.  

Impacts of the COVID-19 pandemic on life and learning experiences of Indigenous and non-Indigenous university and college students in Ontario, Canada: a qualitative study^xi 

This qualitative study investigated the impacts of COVID-19 on the life and learning experiences of Indigenous and non-Indigenous university and college students in Kingston, Ontario. While investigating the impacts of covid 19 on post-secondary students, it was noted that the transition to online learning increased access for some groups of students. Students from rural communities or with chronic health conditions benefited from online learning as long as access to the Internet was available. Other communities noted challenges to Internet access, unsuitable home environments and a lack of community support. When transitioning to online learning, students noticed a loss of social connectedness and a decline in mental health. Students from racialized communities and different socioeconomic backgrounds were more at risk of finding online learning prohibitive. Government support for these students will be needed to close gaps and ensure these communities do not fall behind. The study concludes that post-secondary institutions and society need to address the impacts of the pandemic on the well-being of students and the Canadian labour market to ensure that existing inequalities are not increased in Canadian post-secondary education.  

The impact of the use of technology during the pandemic was mixed. Some students with chronic health concerns preferred switching from in-person to online formats, and others appreciated not having to commute. For other students, however, some felt switching to an online format was dehumanizing and departmental, coupled with screen fatigue and social isolation. Educators noted limited connectivity and communication with students due to their inability to read student body language to gauge their level of understanding or struggles.  

Lack of access to campus resources such as tutors and learning services increased stress levels in students (p. 5). Mental health factors such as student anxiety increased with online learning and during the pandemic. Social isolation increased anxiety and mental wellness issues, particularly noted disproportionally in Indigenous student populations. Other stressors such as emotional abuse, physical violence and decreased public support such as daycares increased yet remained primarily unchecked due to the shutdown of community supports and programs. The shutdown of many employment sectors created a more significant economic discrepancy between economic classes and marginalized and Indigenous communities (p. 7).  For Indigenous students, many lost jobs or needed to take more time off due to testing positive for the virus and threats of homelessness increased due to the lack of income, increasing poverty. 

Recommendations from this study support fully virtual educational options; however, increasing hybrid learning opportunities provides students with greater choices in access to education (p. 9). It is further suggested that implementing Indigenous peer support groups leads to a sense of belonging and is a necessary service to be provided by post-secondary institutions. Institutions must identify the needs of students with racialized or socioeconomic barriers, as different communities often require distinct support (p. 9).  

Student preferences indicate that while non-Indigenous students showed mixed preferences for online versus in-person learning, Indigenous students strongly preferred in-person learning due to its social and cultural benefits. However, both groups appreciated the flexibility of online learning but wanted better support and technology access.  

Access and Inclusion of Students with Disabilities in Virtual Learning Environments: Implications for Post-Pandemic Teaching^xii 

The article reviews the impacts of COVID-19 on inclusive education for students with disabilities. It explores the impacts of distance learning, legal rights, social-emotional support and quality instruction. Early studies have shown that these impacts have exuberated longstanding inequities. The authors point out that students with disabilities were not fully actualized in emergency education measures during COVID-19. The loss of individualized support systems and socioeconomic factors further impacted education. They advise that improving educators’ knowledge of reaching marginalized populations through virtual settings will help mitigate the problem. The impacts and barriers to inclusive learning environments felt by students included reduced access to inclusive education when schools switched to virtual learning, the lack of internet access for rural students, and those living in poverty and being linguistically diverse. The study also notes policy confusion at the institutional level, which created interruptions in education as COVID-19 policies and protocols nullified IEPs and exacerbated ongoing student struggles (p. 45). The study also concluded that students with disabilities showed the greatest learning loss during the pandemic as schools failed to engage students successfully in virtual learning settings (p. 48). 

The study suggests applying social constructivist theories to virtual environments to improve quality access for students with disabilities (p.49). Communication and language play key roles in cognitive development. Thus, institutions must include collaboration, personalization and authenticity in learning models. These can be addressed through the active participation of the instructor during the entire class, demonstrating empathy, connection and quality participation with the addition of discussions, cooperative learning groups and mobile applications to customize the learning environment. To demonstrate authenticity, the materials must be culturally relevant and reflect students’ socio-cultural backgrounds (p.50). Further, the study recommends educating teachers on best practices for effectively educating students with disabilities. Ultimately, online environments present challenges to administrators and teachers, as adding new technologies, hardware and software for virtual applications requires constructivist techniques, practice and experience.  

Conclusion 

The studies and papers outlined in this literary review run common threads as to the significant impacts the COVID-19 pandemic had on post-secondary students and institutions and provide solid and attainable recommendations for institutions.  During the pandemic shutdown, in-person learning shifted to online learning and in the post-pandemic era, hybrid and other methods have expanded as learning options for students based on the results of student experiences and preferences. The recommendations of these studies are to provide knowledge and evidence to support post-secondary policy and program development. This Canadian-based literature evaluates the impacts from the onset of the pandemic in 2020 until the return to the new normal in 2022. Most studies had limited student feedback and focused on mental health, equity, diversity, and inclusion issues.  

The most common recommendations for post-secondary institutions for addressing mental health impacts include increasing mental health support, both on-site and remotely, and focusing on developing student coping strategies. Moreover, identifying and providing a broad range of support for newly struggling, marginalized and students with learning difficulties in safe and inclusive environments should be established. To limit barriers and increase access to support EDI policies and practices, institutions should identify ways to improve access to all students, including access and training for up-to-date communication and learning software and universal access to the Internet. Institutions must design flexible learning options, support hyflex learning and provide adequate resources for staff training, software upgrades and student access. It is imperative that institutions prioritize EDI in their policies and practices, which include reconciliation, decolonization and Indigenization. All methods produce challenges, yet increased institutional support for staff and students helps alleviate some of these issues. 

Across all sources, the flexibility and accessibility of online and hybrid learning formats were highlighted as major benefits. These formats are especially advantageous for marginalized students or those balancing education with other responsibilities. Common challenges in these studies present the digital divide—lack of access to high-speed internet, devices, and technology—as a major issue. Another recurring theme was the need for better pedagogical approaches and teacher preparedness to ensure that online learning environments are inclusive and engaging.  

Significant differences in student responses include Indigenous students having a stronger preference for in-person learning due to the cultural and communal aspect of traditional education, which was less accessible online. Meanwhile, many non-Indigenous students preferred hybrid models. One article uniquely discussed AI technologies as a potential game-changer for personalized learning through access, and educator readiness was a concern.  

The common thread in student course delivery mode preferences is that mixed, flexible options are the most popular.  While students appreciated the flexibility and accessibility of online and hybrid formats, they still value in-person learning for its social and cultural benefits. A blended model combining the strengths of both delivery modes appears to be the preferred choice moving forward.