Distance learning perceptions during the coronavirus outbreak: Freshmen versus more advanced students.
Background: The outbreak of the novel coronavirus (COVID‐19) at the beginning of 2020 forced most higher education institutions to shift immediately from traditional learning to distance learning and emergency remote teaching (ERT). Objectives: This research aimed to capture the authentic sounds of...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 6; pp. 1666 - 1682 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154143785&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154143785 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2021 vid: 37 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 154143785 152616477 154143785 154143785 10.1111/jcal.12612 154143785 ppf: 1666 ppct: 16 formats: tig: atl: Distance learning perceptions during the coronavirus outbreak: Freshmen versus more advanced students. aug: au: Baruth, Orit Gabbay, Hagit Cohen, Anat Bronshtein, Alla Ezra, Orit affil: School of Education, Tel Aviv University, Tel Aviv, Israel sug: subj: Education, Non-Traditional Psychosocial Factors COVID-19 Pandemic Learning Methods Student Attitudes Students, College Psychosocial Factors Human Multimethod Studies Israel Questionnaires Open-Ended Questionnaires Teaching Methods Academic Performance Success Convenience Sample Thematic Analysis Adult Middle Age Aged Adolescence Descriptive Statistics Multivariate Analysis of Variance Male Female Course Content Colleges and Universities Learning Environment Adult: 19-44 years Middle Aged: 45-64 years Aged: 65+ years Adolescent: 13-18 years Male Female ab: Background: The outbreak of the novel coronavirus (COVID‐19) at the beginning of 2020 forced most higher education institutions to shift immediately from traditional learning to distance learning and emergency remote teaching (ERT). Objectives: This research aimed to capture the authentic sounds of this unusual learning experience from the field while it was still fresh and to explore congruence with existing models of online learning success factors. We also aimed to examine the differences between freshman students and more advanced students (second year onwards) with regard to the emerging data and its respective model. Methods: During the second semester of 2020, 170 Tel Aviv university students majoring in various fields responded to an online questionnaire consisting of open‐ended questions. Results and conclusions: The researchers classified the themes retrieved from 1559 statements into a framework of critical success factors for distance learning. The framework included five dimensions: course, student, instructor, learning environment and institution. Well‐known benefits of distance learning emerged, among them flexibility and personalized learning pace. Nevertheless, the findings revealed that the rapid transition to distance learning posed challenges and difficulties, mainly concerning the readiness of students and instructors for this form of teaching and learning. The number of statements in instructor dimension indicated the importance of providing support and training to instructors and staff. Significant differences were found in students' perceptions according to the year standing. More advanced students made more 'internal' references, attributing more statements to student and learning environment dimensions. In contrast, freshman made more 'external' references, attributing more statements to instructor and course dimensions than students in their second year and onwards. Major takeaways: The results may help in planning and preparing for times of crisis. From a broader perspective, the findings may help in designing ways to incorporate distance learning. Lay Description: What is already known about this topic?There are several critical success factor models for implementing distance learning.Academic experience influences students' perceptions of distance learning.Year of studies is known to exert an influence on students' attitudes and degree of satisfaction from distance learning.At the onset of COVID‐19, higher education shifted immediately to ERT. What this paper adds?Authentic view of students' ERT experience in the first weeks of the COVID‐19 outbreak.Adaptive framework for Distance Learning Success Dimensions (DLSD).Advantages and disadvantages for students forced into ERT.Freshmen and advanced students have different perceptions of instructor and course DLSD.Advanced students focus on student dimension, while freshmen focus on Instructor dimension. Implications for practice and/or policyUsing developed DLSD framework for planning, designing and evaluating in crises and routine times.Providing empirical evidence for perceptual differences between freshmen and experienced students.Students' differing perceptions of helpful and unhelpful factors point to diverse needs.Flexible learning times and assignment due dates are crucial for students in ERT.Technical training for instructors may contribute to remote teaching effectiveness.Scaffolds for freshmen may enhance their ERT experience. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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