The Post-Pandemic Effects of Distance Education on Business Students: A Review of Expert Reports

Hooman Estelami,Alexa Bezzone

doi:10.5430/wje.v12n1p34

Abstract

The period following the outbreak of the COVID-19 pandemic presented monumental challenges to education systems around the world. In the United States, the unique effects experienced by business students due to the rapid adoption of distance teaching methods resulted in significant changes in the students' learning environments. Using expert reports published in the media, this article systematically reviews the pattern of student experience cited by experts, and identifies six disruptive effects. Furthermore, the disruptive nature of the changes is contrasted with earlier historical contexts in which distance business education had been deployed to overcome societal challenges. The article concludes with a discussion of expected changes resulting from the massive deployment of distance education methods among business schools in the post-pandemic era.

Highlights

The COVID-19 pandemic has been one of the most disruptive environmental forces of modern times (Schwab and Malleret, 2020)
The content analysis of the identified studies indicates challenges in the immediate adjustment period which constitutes the semester in which the outbreak occurred in the United States
Business students have uniquely felt the effects of the changes brought about by the pandemic

Summary

Introduction

The COVID-19 pandemic has been one of the most disruptive environmental forces of modern times (Schwab and Malleret, 2020). Its human and societal impacts exceed many of the major historical events that have affected the world in recent decades (Valeeva, 2021). It has negatively impacted many industries, including hospitality, air travel, healthcare, and education. The pandemic has created a context for growth in industries that facilitate social distancing. The telecommunications and information technology fields have grown, as they have supported business continuity for many industries and sectors, including education (Dincher and Wagner, 2021; Rippe et al, 2021)

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Results

Conclusion