Assessing the Socio-Economic Consequences of Distance Learning during the COVID-19 Pandemic

Abstract

The research analysis shows that children in mainstream schools suffered from psychological deterioration (aggressive behaviour, depressive moods, despair about academic underachievement, etc.) when governments implemented measures to manage the COVID-19 pandemic, and children’s education took place remotely for a significant period. This was caused by the lack of social contact, which in turn contributed to the lack of knowledge in individual subjects, a deterioration in physical condition (spinal problems, visual impairment, insufficient muscle development), and the development of specific illnesses related to low physical activity. The research aims to identify the factors of distance learning that may affect student learning achievements. The research methods included an analysis of the scientific literature, and document and content analysis. A summary of the research findings found that the COVID-19 school quarantine had adverse effects on the students’ knowledge, social skills, socialisation, and psychological and physical health. It also caused macro- and micro-economic problems. In summary, the research demonstrated that distance education resulted in a decline in the students’ achievements and knowledge, miscommunication with their peers and conflict situations. Because of that, there are health-related concerns and additional financial challenges for parents and educational institutions organising distance education. Households also experienced additional expenditure on the infrastructure necessary for distance learning and tutoring services.