Global Database

Global database includes data of Global Student Survey from different aspects of student life, such as socio-demographic and academic characteristics, academic life (lectures, tutorials/seminars and practical classes, supervisions/mentorships, assessment and workload, teaching and administrative support and student performance/expectations), infrastructure and skills for studying from home, social life, emotional life and life circumstances (general circumstances, financial circumstances, support sand behavior, general reflections). See also the Background of the Global Student Survey.

Content

1. SOCIO-DEMOGRAPHIC AND ACADEMIC CHARACTERISTICS

Socio-demographic and academic statistics of responses
Number of responses, Average age, Field of study, Gender, Level of study, Status

2. ACADEMIC LIFE

From on-site to online classes

2.1 LECTURES

Satisfaction with online forms of lectures / Dominance of online forms of lectures
Online in real-time (videoconference), Online with a video recording (not in real-time), Online with an audio recording (not in real-time), Online by sending presentations to students, Written communication (forums, chat, etc.)

2.2 TUTORIALS/SEMINARS AND PRACTICAL CLASSES

Satisfaction with online forms of tutorials/seminars and practical classes / Dominance of online forms of tutorials/seminars and practical classes
Online in real-time (videoconference), Online with a video recording (not in real-time), Online with an audio recording (not in real-time), Online by sending presentations to students, Written communication (forums, chat, etc.)

2.3 SUPERVISIONS/MENTORSHIPS

Availability of online methods of supervisions/mentorships / Preferred online method of supervisions/mentorships
Via video-call, Via voice-call, Via e-mail communication, Via texting on social networks (Facebook messenger, Viber, WhatsApp, WeChat, etc.), Not applicable (I had no supervisions/mentorships)

2.4 ASSESSMENT AND WORKLOAD

Lecturers’ responses
Have provided course assignments (e.g. readings, homework, quizzes) on a regular basis, Have provided feedback on my performance on given assignments, Have responded to my questions in a timely manner, Have been open to students’ suggestions and adjustments of online classes, Have informed me on what exams will look like in this new situation

Extent of workload

2.5 SATISFACTION WITH TEACHING AND ADMINISTRATIVE SUPPORT

Satisfaction with the organization of classes
Lectures, Tutorials/seminars and practical classes, Supervisions (mentorships)

Satisfaction with support of teaching and support staff
Teaching staff, Technical support or IT services, Student affairs office, Finance and accounting, International office, Library, Public relations (websites and social media information), Tutors, Student counselling services

2.6 STUDENT PERFORMANCE AND EXPECTATIONS

Adaptation and performance in new teaching/learning environment
Difficult to focus, Improved performance, Worsen performance, Adaptation to new learning experience, Mastering the skills, Ability to do the most difficult classwork

3. INFRASTRUCTURE AND SKILLS FOR STUDYING FROM HOME

Access to infrastructure for studying at home
Quiet place to study, Desk, Computer, Required software and programmes, Printer, Headphones and microphone, Webcam, Office supplies (notebooks, pens, etc.), Good internet connection, Course study material (e.g. compulsory and recommended literature)

Confidence in computer skills
Browsing online information, Sharing digital content, Using online teaching platforms (BigBlueButton, Moodle, Blackboard, GoToMeeting, etc.), Using online collaboration platforms (Zoom, MS Teams, Skype, etc.), Using online communication platforms (e-mail, messaging, etc.), Using software and programmes required for my studies, Applying advanced settings to some software and programmes

4. SOCIAL LIFE

Online communication with selected social groups
Close family member, More distant family member, Close friend, Someone I live with (e.g. roommate), Neighbours, Colleague from my course, Lecturer, Administrative staff, Voluntary organizations, Social networks

People contacted first in the specific situations
Help around home, Help when depressed, Talk about problems related to studying issues, Talk about problems related to future education, Talk about problems related to personal finances, Talk about problems related to family and relationships, Talk about problems related to professional career in the future, Talk about the COVID-19 crisis

5. EMOTIONAL LIFE

Felt emotions
Joyful, Hopeful, Proud, Frustrated, Angry, Anxious, Ashamed, Relieved, Hopeless, Bored

6. LIFE CIRCUMSTANCES

6.1 GENERAL CIRCUMSTANCES

Frequency of worries about the selected personal circumstances
Personal physical health, Personal mental health, Studying issues (lectures, seminars, practical work), Future education, Personal finances, Family and relationship, Professional career in the future, COVID-19 or similar pandemic crisis in the future, Leisure activities (sports and cultural activities, parties, hanging outwith friends, etc.), Traveling abroad

6.2 FINANCIAL CIRCUMSTANCES

Ability of paying the overall costs of study before the COVID-19 pandemic

Having or planning on having a payed job in the current academic year

Effect of the COVID-19 pandemic on a payed job

Plans for September/October 2020

Tuition fees

Scholarship

6.3 SUPPORT MEASURES AND BEHAVIOUR

Satisfaction with institutions in dealing with the COVID-19 pandemic
Government, University, Banks, Hospitals

Importance of support measures by selected institutions

Moving home or elsewhere due to the COVID-19 pandemic

Frequency of habits before and during the COVID-19 pandemic

6.4 GENERAL REFLECTIONS

General reflections on the COVID-19 pandemic