ABSTRACT
Adopting a mixed methods approach, this study examined the relationships between undergraduate students' motivation, engagement and learning outcomes during the COVID-19 pandemic. An online questionnaire survey was administered to collect quantitative and qualitative data. A sample of 10,060 undergraduates from 23 universities in China participated in the survey. The results of quantitative analyses largely confirmed the hypothesised relationships between students' motivation, engagement and the two learning outcome indicators (i.e. mastery of generic skills and overall satisfaction). The qualitative analyses not only supported the quantitative findings, but also identified four types of learning outcomes of online learning emerging from the data. The results indicated that emergent online learning had a favourable influence on students' learning strategies, but had mixed or negative effects on their learning effectiveness, attitudes and emotions. The qualitative results revealed eight major factors that facilitated or hindered students' engagement in online learning during the pandemic. These findings contribute to the conceptualisation and measurement of student engagement in online learning, and emphasise the need to conduct mixed methods research in different learning contexts. The implications for improving online learning and teaching in higher education are discussed. [ FROM AUTHOR] Copyright of Assessment & Evaluation in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
With a sample of 4,646 undergraduate students from four universities in China, this study examined the psychometric qualities of a newly-adapted measurement, namely, the Online Motivation and Engagement Scale for university and college students, and investigated the characteristics of and differences in Chinese students' motivation and engagement in emergent online learning during the COVID-19 pandemic. The results supported the reliability and construct validity of the measurement, and identified four types of learners with distinctive features of student engagement. The research revealed a complex picture with promising and worrying messages about student engagement in emergency online learning during the pandemic. These findings contribute to the conceptualisation and measurement of student engagement in online learning, and provide insights for improving online learning and teaching during and beyond the pandemic.
ABSTRACT
Statistical literacy, one of the core skills embedded in tertiary psychology education, is best taught using active learning pedagogy. Although a plethora of research has examined how the implementation of emergency online learning (EOL) in response to COVID-19 impacted teaching and learning in general, limited research has considered how this change affected tertiary teaching of psychology statistics specifically. We conducted an exploratory, two-phase, mixed-method study to consider how the implementation of EOL during COVID-19 impacted the teaching of research methods and statistics at tertiary institutions in Australia. A sample of 21 tertiary educators in Australia (52% females, 48% males), aged 26-55 (M = 39.75) completed an online survey, which included quantitative and qualitative items addressing experiences with online teaching and COVID-19 EOL. Of this cohort, we interviewed three educators about their experience in teaching statistics;changes in teaching conditions from 2019 to the present;challenges and advantages of EOL;and student satisfaction, engagement, and performance. Overall, we found that previous experience with online learning was a better indicator of success in EOL than years of teaching in general. Educators also felt underprepared and underresourced from their institutions. Many challenges of EOL were identified, with access to statistical software being the key challenge unique to teaching statistics. Overcoming technological inequities was recommended to improve EOL outcomes in the future. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Built environment undergraduates are future professionals who will shape cities in the future. Normally, they acquire adequate, relevant and current industry-related knowledge during their study. Yet, the COVID-19 pandemic has replaced their normal learning process with emergency online learning that must be navigated by educators and students alike. Under normal circumstances, the programme syllabi and materials are designed for conventional face-to-face learning specific to the future profession. The physical and social restrictions related to COVID-19 prevention have thrusted upon the built environment students learning limitations that are specific to their field. This paper aims to explore the experiences of real estate and urban planning students during the emergency online learning period not only to document the students' experiences but also to inform on future curricula development. A constructivist-based qualitative approach was adopted, with qualitative data collected from an online open-ended questionnaire on real estate and urban planning students. Using the framework by Khalil et al. (2020), a thematic content analysis was conducted around four core themes: (1) educational impact, (2) time management, (3) challenges encountered, and (4) preferences for the future. The findings support future syllabi that are emergency-resilient and can ensure professional education that is highly adaptable in emergency situations. © 2022 by MIP.
ABSTRACT
This study explored the impact of the COVID-19 pandemic on the academic quality of a foundation in engineering programme. A course experience questionnaire (CEQ) was administered before and during the pandemic to evaluate the six dimensions of academic quality assessment, workload, teaching, academic environment, standards, and skills development. A total of 234 students participated in the study, and the findings revealed that course satisfaction decreased during the pandemic. Many students were not satisfied with the teaching quality and skills development of the emergency online learning. On the contrary, students rated online assessment (during COVID-19) positively for being more appropriate in testing higher order thinking skills. The study suggested that online classes lack formal and informal social interactions to enhance various facets of skills development. Given the limitations of emergency online learning, the future of education might include moving towards blended learning. © 2022 IGI Global. All rights reserved.
ABSTRACT
In August of 2020, the United Nations reported that the COVID-19 pandemic had affected 1.6 billion learners, in more than 190 countries and on all continents [1]. The closing of schools and other learning spaces impacted an astonishing 94% of the world's student population. These sudden school closures, at all levels, had the immediate and unprecedented effect of triggering a mass migration to emergency remote teaching. While mass vaccinations have enabled educational institutions to reopen and students to return to classrooms in the Fall of 2021, the educational disruption caused by the COVID-19 pandemic is far from over. Higher education must now permanently transition from reductionist, emergency remote learning systems to permanent, holistic online learning platforms. In order to better understand this transition, an online survey was delivered to diverse groups of international students attending Corvinus University and ESSCA School of Management, at the beginning and end of the Spring 2021 semester. The analysis of this survey, strongly indicates that the home and social environments of University, had a significant impact on the student's learning aptitudes.
ABSTRACT
In August of 2020, the United Nations reported that the COVID-19 pandemic had affected 1.6 billion learners, in more than 190 countries and on all continents [1]. The closing of schools and other learning spaces impacted an astonishing 94% of the world's student population. These sudden school closures, at all levels, had the immediate and unprecedented effect of triggering a mass migration to emergency remote teaching. While mass vaccinations have enabled educational institutions to reopen and students to return to classrooms in the Fall of 2021, the educational disruption caused by the COVID-19 pandemic is far from over. Higher education must now permanently transition from reductionist, emergency remote learning systems to permanent, holistic online learning platforms. In order to better understand this transition, an online survey was delivered to diverse groups of international students attending Corvinus University and ESSCA School of Management, at the beginning and end of the Spring 2021 semester. The analysis of this survey, strongly indicates that the home and social environments of University, had a significant impact on the student's learning aptitudes.
ABSTRACT
This study investigated the effects of interactional, motivational, self-regulatory, and situational factors on university students' online learning outcomes and continuation intentions during the COVID-19 pandemic. Data were collected from 255 students taking a business course at a university in southern China. Hierarchical multiple regression analyses revealed that while family financial hardship caused by COVID-19 was a marginally significant negative predictor of students' learning outcomes, learnercontent interaction;instructors' provision of e-resources, course planning, and organisation;and students' intrinsic goal orientation and meta-cognitive self-regulation were significant positive predictors with the latter two sets of predictors mediating the effects of learner-instructor and learnerlearner interactions, respectively. Multinominal logistic regression analyses showed that learnerinstructor interaction, learner-content interaction, and private learning space were significant positive predictors of students' intentions to continue with online learning, but learner-learner interaction was a significant negative predictor. These findings point to the differential effects of various types of interactional and situational factors on learning outcomes and continuation intentions, and the instructor- and learner-level factors that mediate the effects of learner-instructor and learner-learner interactions on learning outcomes. They contribute to our understandings of emergency online learning and provide implications for facilitating it.
ABSTRACT
This study aimed at examining Japanese college students' extended learning experiences in an emergency online learning environment during the Covid-19 pandemic through adopting an interpretative phenomenological analysis, or IPA. Data from 124 weekly journal entries of 15 purposefully selected students and observation notes of two instructors made during a 10-week term were analysed following the IPA approach. Results revealed that students perceived both advantages and obstacles inherent in online learning. When encountering obstacles, the students experimented with several measures to overcome the obstacles and manage their emotions and so improve learning behaviours. Students experienced different emotional and cognitive states throughout the term. The results obtained suggest that those who see extended and flexible learning opportunities in emergency online learning and have positive psychology tend to pass through the states of anxiousness and frustration rather quickly and develop confidence in online learning at an early stage, whereas others who stay mostly frustrated and do not see advantages of online learning tend not to take advantage of the extended learning opportunities offered by online learning.
ABSTRACT
The major educational challenges generated by the COVID-19 pandemic are disrupted learning especially for students from low socioeconomic home backgrounds, a widening digital divide, limited effectiveness of emergency remote learning, and a neglect of holistic education. Consequently, the pandemic has contributed to and intensified the physical, mental, social, and emotional stress experienced by students and impaired their overall well-being. In response, schools around the world have, to varying degrees of success, experimented with blended learning and alternative teaching modes, utilised technologies, and collaborated with educational stakeholders to meet the students' needs. A silver lining in the midst of the difficulties is an opportunity for policymakers and educators to review, rethink, and reimagine the existing educational theories, models, and practices to improve student well-being.
ABSTRACT
Drawing upon empirical evidence from a research carried out at the University of Crete, this paper investigates the social sciences students' perception towards their experiences regarding the emergency online learning amidst the COVID-19 pandemic. The study reveals aspects of digital divides, as well as divergent perceptions of students, ranging from techno-philic attitudes that enthusiastically welcome the pivot to online learning, to ambivalent opinions expressing moderate satisfaction and techno-sceptic views, criticising pandemic pedagogies through digitalised forms of learning. The analysis sheds light on the contextual factors associated with the dystopic condition of the protracted economic crisis and the pandemic, that lie behind the claims of many students, revealing a main tension between contrasting perceptions of digital education. Students with positive attitudes towards online learning tend to highlight the advantages in regard to time and space flexible modalities of digital education, embracing it as an inclusive practice that responds to the social and educational needs of students, especially at times of crisis. Techno-sceptic attitudes criticise online learning models fοr lowering the academic standards, separating students from the real-life world on campus and repositioning them in digital settings where common physical experience, affective body language and classroom socialisation are missing. The article offers insight in the ongoing discussion of the emergency remote learning and underlines the political and pedagogical significance of the accelerating digitalisation of the universities in the post-COVID era.
ABSTRACT
Educators have increasingly turned to social media for their instructional, social, and emotional needs during the COVID-19 pandemic. In order to see where support and professional development would be needed and how the educational community interacted online, we sought to use existing Twitter data to examine potential educators’ networking and discourse patterns. Specifically, this mixed-methods study explores how educators used Twitter as a platform to seek and share resources and support during the transition to remote teaching around the start of massive school closures due to the pandemic. Based on a public COVID-19 Twitter chatter database, tweets from late March to early April 2020 were searched using educational keywords and analyzed using social network analysis and thematic analysis. Social network analysis findings indicate that the support networks for educators on Twitter were sparse and consisted of mainly small, exclusive communities. The networks featured one-on-one interactions during the early pandemic, highlighting that there were few large conversations that most educators were part of but rather many small ones. Thematic analysis findings further suggest that both informational and nurturant support were relatively equally present on Twitter among educators, particularly pedagogical content knowledge and gratitude. This study adds to an understanding of the educational networks as a means of professional and personal support. Additionally, findings present the discourse featured in educator networks at the onset of an educational emergency (i.e., COVID-19) as decentralized as well as desiring pedagogical content knowledge and emotional sharing. © 2022 by authors;licensee CEDTECH by Bastas, CY.
ABSTRACT
The present study used an explanatory-sequential mixed-methods research design to investigate the culturally responsive teaching self-efficacy of secondary teachers during the emergency online learning of 2020. Participants were all teachers in a small urban mid-Atlantic school district. Phase 1 involved the collection of primarily quantitative data, including a measure adapted from Siwatu's (2007) Culturally Responsive Teaching Self-Efficacy (CRTSE) scale. Quantitative findings informed the selection of six teachers to participate in interviews during the qualitative Phase 2. Interview questions further probed participants' culturally responsive teaching self-efficacy and how the teachers demonstrated these beliefs in general and specifically during the emergency online learning of 2020. Qualitative data was analyzed using a two-cycle coding process, primarily focused on four elements of culturally responsive teaching: funds of knowledge, cultural tools, broadened learning context, and social justice. Cruz et al. (2019) found that "little research has examined the extent to which teachers feel competent specifically in their ability to implement CRT practices" (p. 3). The present study aimed to address this gap by investigating the CRTSE in diverse secondary settings using a mixed-methods design. Evidence in many fields of research indicates that studying extreme situations can provide valuable insight that can be applicable in other less extreme contexts (Chen, 2016;Kreiner et al., 2009;Murtazashvili, 2019). The emergency remote teaching of 2020 constituted such an extreme situation, which the present study explored in an attempt to discover insight that would be applicable to post-COVID education. Studying the perceptions and practices of secondary teachers during this time period in terms of cultural responsiveness illuminated new perspectives on effectively reaching and teaching diverse groups of students. Although previous studies have investigated CRTSE within many contexts, none have done so within the context of emergency online learning during a global pandemic. The present study has strong implications for understanding and building CRTSE among secondary teachers, which in turn has strong implications for improving academic success for their students. The study provides insight into teaching practices that demonstrate a need for building CRTSE among secondary teachers and should inform future professional development and district policy to this end. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The general objective of the present research is to know the perceptions and evaluations that academic teaching staff from a engineering faculty have about the emergency online teaching-learning process that occurred in the context of the COVID 19 pandemic. Based on several previous works related to online learning (OL) and recently in the literature on emergency online learning (EOL), an instrument (questionnaire) was developed and implemented with the participation of 126 teachers from a Chilean university. The research is quantitative-descriptive and had the following specific objectives: (1) To know about the disposition (readiness) of the teaching staff towards the EOL, (2) To know about the their interactions with others during EOL, (3) To characterize the use of different Self-management skills during EOL, (4) To characterize the interaction with LMS and ICTs., and (5) To know about the available resources for EOL. In general, the results show that teaching staff show mastery in aspects related to self-management of learning, but a low level of motivation and readiness for EOL and a "loss" in aspects related to interaction with others (students and peers). These results provide a first approximation to university teachers' perceptions of EOL and allow us to identify several aspects that should be improved. This research was financially supported by DAAD as part of the project Praxispartnerschaften zwischen Hochschulen und Unternehmen in Deutschland und in Entwicklungslandern ab 2017 (Project Nr. 57334905).
ABSTRACT
With a sample of 4,646 undergraduate students from four universities in China, this study examined the psychometric qualities of a newly-adapted measurement, namely, the Online Motivation and Engagement Scale for university and college students, and investigated the characteristics of and differences in Chinese students’ motivation and engagement in emergent online learning during the COVID-19 pandemic. The results supported the reliability and construct validity of the measurement, and identified four types of learners with distinctive features of student engagement. The research revealed a complex picture with promising and worrying messages about student engagement in emergency online learning during the pandemic. These findings contribute to the conceptualisation and measurement of student engagement in online learning, and provide insights for improving online learning and teaching during and beyond the pandemic. [ FROM AUTHOR] Copyright of Assessment & Evaluation in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
Studies revealed that existing lockdowns due to COVID-19 across developing countries resulted in education access inequalities and challenges. Closure of schools and higher education institutions have forced educators to deliver courses and assessments distantly as an immediate countermeasure against threats on the academic progression of students. Specifically, students marginalized by digital divides were found to have less satisfaction in learning experiences under this emergency online learning method. For students with science and engineering background, it is a challenge to learn first principles theories in the online environment which could affect their learning motivation level. This paper presents the implementation of online cooperative learning in the course Material and Energy Balance which covered the fundamental principles of Chemical Engineering. The impact of virtual cooperative learning approach to reduce the loss of motivation due to digital divide was investigated. Firstly, it was found that most of the students, from different backgrounds of digital access, experienced a drop in motivation at the start of emergency online learning. Secondly, when virtual cooperative learning was implemented, an increase in students’ motivation at both sides of the digital divide was observed. The implications concerning provisions to design an all-inclusive online learning environment are also presented. We found that the incorporation of cooperative learning approach could contribute towards alleviating the drop in motivation, especially for the digitally disadvantaged students. We hope that the findings from this study could compel instructors or education practitioners to rethink and redesign the online teaching and learning activities to enable a more inclusive emergency online learning environment for digitally disadvantaged students.
ABSTRACT
In the context of the COVID-19 global pandemic and the health measures derived from it, emergency online learning (EOL) became the only possible alternative to be able to continue the training process in the university context. The general objective of the present research is to know the perceptions and evaluations of students at a Chilean public university about the "emergency" online learning process that occurred in the context of the COVID-19 pandemic. Based on several previous works related to online learning (OL), an instrument (questionnaire) was developed and implemented with the participation of 117 students. The research is quantitative-descriptive and had the following specific objectives: (1) To determine the attitude of university students towards EOL;(2) To characterize the learning experience of students in online modality;(3) To know about the available resources of students for EOL;and (4) To validate the developed questionnaire through a factor structure analysis. In general, the results show that students are proficient in the aspects related to self-management of learning, but have a low level of motivation for EOL and suffer a deficit in aspects related to interaction with others (teachers and peers). These results provide a first approximation of Chilean students' perceptions of EOL and allow us to identify several aspects that should be improved by professors and university authorities. This research was financially supported by the German Academic Exchange Service (DAAD) as part of the project "Praxispartnerschaften zwischen Hochschulen und Unternehmen in Deutschland und in Entwicklungslandern ab 2017" (Project Nr. 57334905).
ABSTRACT
The COVID-19 pandemic caused face-to-face education in just about all universities worldwide to shift to online education. For most students, this educational model was a compulsory first experience. In this study, the survey results are analyzed and discussed related to a group of students in the Engineering Faculty of a university in Turkey regarding their online education perceptions. Briefly summarized, the findings of the study indicate that: (a) most of the students still prefer face-to-face learning, which is also favored if accompanied by distance learning;(b) the concentration level of the students has dropped due to the concerns about the COVID-19 pandemic which affects their learning negatively;and (c) around half of the students participating in the study feel that the online exams conducted without a secure exam software, is considered unsafe. Additionally, the study's results were further extended to evaluate the questionnaire results and reported along with the suggestions of necessary actions in emergency online learning (EOL).
ABSTRACT
Due to the COVID-19 pandemic, and pursuant to the governments' order of citizens remaining at home, several countries were required to transition from face-to-face instruction to an online model to provide higher education to their students. While factors affecting the use of online learning are diverse and have been studied by models of use and acceptance of technology, this cross-sectional study explores the factors unique to the current emergency situation that influence students' use and acceptance of emergency online learning. Moreover, it proposes a model to predict a student's cognitive engagement in Mexico, Peru, Turkey, and the USA. This is a quantitative study with an exploratory and descriptive scope and cross-sectional design. Data was collected from 1009 students from the four countries, who completed surveys anonymously. The factors analyzed were attitude, affect, and motivation, perceived behavioral control (ease of use, self-efficacy, and accessibility), and cognitive engagement. The data was analyzed using descriptive, correlation, and regression analysis. The predictive model shows that students' attitude toward online learning impacts their cognitive engagement in Mexico, Peru, and the USA. Furthermore, self-efficacy is a significant moderator for cognitive engagement in all four countries. The model also shows that each country has different determinants for cognitive engagement. Understanding the factors that affect the use of emergency online learning is essential for the success and/or achievement of its maximum benefits in situations like a global pandemic. Limitations of this study have been identified as use of convenience sampling, and an inability to explore factors related to instruction and system attributes. Professors who did not teach online learning lacked knowledge about online educational strategies and used the technological resources that were immediately available to them. Therefore, research that explores the use of instructional strategies and the use of technological systems during emergency online learning is necessary. This study includes suggestions to incorporate open educational resources that use microlearning and emphasizes the importance of student self-efficacy; because it was predictor of cognitive engagement in all four countries. Faculty and higher education institutions can and should develop strategies to increase students' sense of self-efficacy.
ABSTRACT
In the wake of the Covid-19 pandemic, most universities had to switch to "emergency online learning". At the same time, academics were in search of means to combat "the infodemic", a wave of misinformation rolling over the world, affecting social and political life, and undermining efforts to deal with the pandemic. In the framework of emergency online learning, we propose an educational sciences undergraduate online course addressing fake news illiteracy by giving students an insight into the form and effects of fake news with a focus on framing. The course was built upon current fake news research and the problem-based learning approach. The research questions addressed students' perceptions of critical design elements, their fake news credibility test performance, and their academic achievement. A total of N = 102 undergraduate students participated in the course. Among various design elements, students indicated that online communication and feedback was most appealing. On the other hand, for future course iterations, they suggested improvements to the task descriptions. Fake news credibility decreased significantly (F(1, 36) = 62.64, p < 0.000, partial η 2 = 0.64) and final course papers were on average good to very good, indicating strong academic achievement. The study suggests that problem-based online courses can be appropriate learning environments, even in the context of "emergency online learning" and, furthermore, that they can serve as an instrument for combating fake news illiteracy.